Hello moms, today we will talk about Reading Comprehension Teaching Strategies. What’s the easiest way to show children to read? In line with the National Reading Panel, “teaching children to govern phonemes in words was highly effective under a variety of teaching conditions with a variety of learners across a variety of grade and age levels and that teaching phonemic awareness to children significantly improves their reading more than instruction that lacks any attention to Phonemic Awareness.”  This can be a statement produced by the National Reading Panel (NRP) inside their report titled “TEACHING CHILDREN TO READ: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction.”
Phonemic Awareness instruction was selected for review by the NRP inside their report because studies have identified phonemic awareness and letter knowledge as two of the finest predictors of how well children will learn to read in their first 2 years of entering school. There is strong Scientific evidence to suggest that phonemic awareness instructions are an important part in helping children develop reading skills.
One study discussed the presence of phonemic awareness in Austrian children aged 6 to 7 that have been struggling to read when first entering school. This study found that many children had not one correct response inside their test of a simple vowel substitution task. However, a few children who exhibited high phonemic awareness scored close to master on this same task. The research further stated that “there is a specific predictive relationship between initial phonemic awareness differences and success in learning to read and to spell.” Even more to the point, the analysis indicated that it was phonemic awareness abilities, and not IQ, that predicted the accuracy of reading and spelling at the end of grade one. Children with high phonemic awareness in the beginning of grade one had high reading and spelling achievements at the conclusion of grade one, compared for some children with low phonemic awareness who had difficulties learning to read and spell. 
In the National Reading Panel report, in addition they determined that the beneficial effects of phonemic awareness on reading lasts well beyond the time of training. While phonemic awareness instructions are shown to significantly help children learn reading, it is not just a complete reading program. What it does, is provide children with a foundational knowledge root of the alphabet language. The NRP analysis also indicated that phonics instructions produces significant benefits for students from kindergarten through grade 6, and is also helpful for kids with understanding how to read difficulties.
Children who are taught with phonics and phonemic awareness instructions are consistently able to decode, read, and spell, and even demonstrated significant improvement inside their capability to comprehend text. Even older kids who receive these similar teachings improved their power to decode and spell. The NRP made a key statement saying that “conventional wisdom has suggested that kindergarten students might not be ready for phonics instruction, this assumption wasn’t supported by the data. The consequences of systematic early phonics instruction were significant and substantial in kindergarten and the first grade, indicating that systematic phonics programs should be implemented at those age and grade levels.“
However, I wish to further expand on that by saying that children as young as 2 yrs old can learn to read through phonics and phonemic awareness instructions. If a young child can speak, then they ought to be able to learn to read, even if they are as young as two years old. In reality, I have proven this with my own children. We started teaching our daughter at 2 years and 8months, and she was very capable at reading by the full time she was just 2 years and 11 months old. Thanks for reading this article about Reading Comprehension Teaching Strategies and see you next time.
1. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
2. Cognition. 1991 Sep;40(3):219-49.
The relationship of phonemic awareness to reading acquisition: more consequence than precondition but still important.
Wimmer H, Landerl K, Linortner R, Hummer P.
University of Salzburg, Austria.