Sequence of Learning to Read for Older Struggling Students
Most reading scientists agree that a core linguistic deficit is the most pervasive factor underlying poor reading at all ages (Catts et al., 1999; Shavwitz 1999.) Reading strugglers, as a group, are weak in phonemic awareness and word recognition. The process of reading is so laborious that reading comprehension is almost impossible (Stanovich & Siegel, 1994; Stankweiler et al., 1995). Without the skills to read - older students don't like to practice reading. Without practice they won't become better readers. It becomes a vicious cycle. Thus, it is essential that poor readers are provided the necessary tools to strengthen their phonological skills because the inability to identify speech sounds erodes spelling, word recognition, and vocabulary development. For less severely impaired readers, educators must target reading fluency. If students can decipher words, educators must aggressively address vocabulary deficiencies with rich fluency practice ...