Take a moment to think about how you would define reading. Reading may mean different things to different people, so the definition can vary. When we talk about reading here, we use a definition that emphasizes the specific skills that reading requires.

Reading is a complex system of deriving meaning from print
that requires all of the following:

• The skills and knowledge to understand how phonemes, or speech sounds, are connected to print
• The ability to decode unfamiliar words
• The ability to read fluently
• Sufficient background knowledge and vocabulary to foster reading comprehension  
• The development of appropriate active strategies to construct meaning from print

This content was developed with funds from the U.S. Department of Education, Office of Career, Technical and Adult Education (OCTAE) through CFDA 84.2567T, LINCS Regional Resource Center Grants No. X257T060004 and V191B11005. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education, Office of Career, Technical and Adult Education (OCTAE). No official endorsement by the U.S. Department of Education, Office of Career, Technical and Adult Education (OCTAE) of any product, commodity, service or enterprise mentioned in this course is intended or should be inferred.

All images herein are licensed for use through signed waivers by subjects or through Creative Commons.

For more information contact: Paul Heavenridge, Director, 625 Second Street Suite 107 Petaluma, CA 94952 (707) 981-8086 info@literacyworks.org

 

This definition of reading incorporates the four components of reading: alphabetics (phonemic awareness and decoding), fluency, vocabulary, and comprehension.

Often, when we think about the term reading we think only about reading comprehension. While comprehension is the ultimate goal of reading, it’s only one component of it. The other three components are equally as important when it comes to a learner’s overall ability to read.

It’s important to think about all four components when you’re working with your learner. It’s also important to know what skills your learner has in each of the four components so you know what to work on during your reading lessons.

 

You will explore one (or more) of the four components of reading and learn research-based recommended strategies for assessing and teaching adults who are native English-speakers and English language learners.

Each component has a list of questions that will guide you in working with your learner. Many of these include video clips of actual tutors and adult learners working with the recommended strategies. You may choose to work through all of the topics or to skip some that aren't relevant to your learner's needs and interests.

After working with these strategies, we hope you take the opportunity to think about how you can enhance your own tutoring and your learner's reading skills by using what you've learned. If you want additional resources or specific suggestions for exercises, look for the question titled "How can I expand my knowledge?" for instructions on how to do this.

Much of the content you will see has been adapted or taken directly from Susan McShane’s book Applying Research in Reading Instruction for Adults: First Steps for Teachers (2005). You can download this highly recommended resource for free on the LINCS website here. Activities have been adapted from this book by Kathy St. John and Amy Prevedel unless otherwise noted.

All images herein are licensed for use through signed waivers by subjects or through Creative Commons.

 

  
 
This is Marta. Marta has struggled with reading since childhood. She specifically has trouble understanding the connection between sounds and letters in print. Marta also finds it difficult to perceive similar sounds in different words

 

Marta struggles with the reading component known as alphabetics.

Alphabetics is the process of using letters in an alphabet to represent spoken words. It includes phonemic awareness, or being able to detect and manipulate individual sounds within words. It also includes word analysis, or knowing the relationship between basic sounds and the letters used to represent them.

 

 

This is Wayne. Wayne recognizes words but isn't able to read them smoothly. He slowly reads word by word, and does not group words into phrases.

 

Wayne struggles with the reading component
known as fluency.

Fluency is the ability to read with speed and ease. When readers are fluent, they can read accurately, without making mistakes in pronunciation. They
also read with natural phrasing, rhythm, and intonation.

 

This is Lianne. Lianne has trouble reading because she doesn't know the meanings behind a lot of words. She wants to increase the number of words she can understand when she's reading.

 

Lianne struggles with the reading component known as vocabulary.

Vocabulary is a term used to refer to all the words in a language. One person's vocabulary consists of all the words the person understands or knows the meaning of.

 

This is Michael. Michael struggles with understanding the overall meaning of what he reads. He doesn't understand why he is struggling, and never feels connected with a text.

 

Michael struggles with the reading component known as comprehension.

Comprehension is the process of extracting and constructing meaning from written language. It involves all of the elements of the reading process working together to come up with the meaning of a text.