DLI 4th Grade Guide

Science of Reading

Within the two major domains of reading are additional skills that build profcient readers. The graphic (Scarborough, H.S., 2001) shows each domain, word recognition and language comprehension, and the interwoven strands are defnable and measurable. The strands,

although independent, have relationships that interact and depend on each other for skilled reading. A skilled reader has a storehouse of words known by sight, is able to decode and fgure out new words quickly, and sounds them out if necessary. Sounds, syllables and meaningful word parts are recognized automatically, supporting the reader when new words need to be deciphered. Phonological and Phonemic Awareness Phonological awareness is the ability to identify, think about, and manipulate the parts of words, including syllables, onsets and rimes, and phonemes. Advanced phoneme awareness includes substitution, deletion, addition, or reordering of language parts. Phoneme awareness has an instructional progression by which speech-sound awareness becomes the foundation for learning print. The hourglass fgure demonstrates the instructional progression of phonology. Phonics is when sounds are connected to a printed symbol (letter and letter combinations) that represent phonemes. This system of correspondence between phonemes and graphemes represents the alphabetic principle, or 1 to 1 correspondence.

Phonics instructional progression then starts with the smallest graphemes, and builds to syllables, morphemes and words.

Phonological and Phoneme Awareness is critical for learning to read any alphabetic writing system( Ehri, 2004, Rath, 2001; Trioia, 2004) , for these reasons: 1. Necessary for learning and using the alphabetic code.

Revised: 05/23/23