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How Focus On Decoding Vocabulary And Background Knowledge Improves Reading

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Published in Literacy Reframed: How A Focus On Decoding Vocabulary And Background Knowledge Improves Reading Comprehension (A Guide To Teaching Literacy And Boosting Reading Comprehension)

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Literacy Reframed: How a Focus on Decoding, Vocabulary, and Background Knowledge Improves Reading Comprehension (A guide to teaching literacy and boosting reading comprehension)

by Gene M. Kerns

5 out of 5

Language	:	English
File size	:	10610 KB
Text-to-Speech	:	Enabled
Screen Reader	:	Supported
Enhanced typesetting	:	Enabled
Word Wise	:	Enabled
Print length	:	200 pages

Reading is a complex skill that requires the ability to decode words, understand vocabulary, and access background knowledge. When students struggle with any of these areas, it can make it difficult for them to comprehend what they are reading. Therefore, it is essential for educators to provide students with the support they need to develop these essential reading skills.

**Decoding**

Decoding is the process of understanding the relationship between letters and sounds. This skill is essential for beginning readers, as it allows them to sound out unfamiliar words. Decoding can be taught through a variety of methods, including phonics, sight words, and context clues. It is also a good idea to have children begin reading books that are at their reading level as early as possible, as this will help them to develop automaticity with decoding.

**Vocabulary**

Vocabulary refers to the words that a person knows and understands. A strong vocabulary is essential for reading comprehension, as it allows students to understand the meaning of the text they are reading. Vocabulary can be taught through a variety of methods, including direct instruction, reading, and playing word games. It is also important to encourage students to use new words in their own writing and speaking.

**Background Knowledge**

Background knowledge refers to the information that a person already knows about a topic. This knowledge can help students to understand new information that they are reading. Background knowledge can be activated through a variety of methods, including discussion, brainstorming, and reading. It is also important to encourage students to make connections between what they are reading and what they already know.

**The Importance of Decoding, Vocabulary, and Background Knowledge**

Decoding, vocabulary, and background knowledge are all essential for reading comprehension. When students have a strong foundation in these areas, they are more likely to be able to read fluently and comprehend what they are reading. This can lead to improved academic performance and a lifelong love of reading.

**Tips for Improving Decoding, Vocabulary, and Background Knowledge**

There are a number of things that educators can do to help students improve their decoding, vocabulary, and background knowledge. These include:

Providing explicit instruction in decoding, vocabulary, and background knowledge.
Creating a print-rich environment in the classroom.
Encouraging students to read widely and often.
Playing word games.
Discussing what students are reading.
Activating students' background knowledge.
Providing students with opportunities to write about what they are reading.

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**References**

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.),What research has to say about reading instruction (3rd ed., pp. 222-252). Newark, DE: International Reading Association.

** A Picture Of A Book Literacy Reframed: How A Focus On Decoding Vocabulary And Background Knowledge Improves Reading Comprehension (A Guide To Teaching Literacy And Boosting Reading Comprehension)