Strong reading skills are the basis of academic success, which is why so much emphasis is place on developing these skills during the primary school years. Reading instruction, methods and approaches vary from school district to school district, and for many years, there was debate over which methods or approaches were superior. The debate led to the convention of the National Reading Panel in 1997.

After two years of intensive and exhaustive research in the area of effective reading instruction, the National Reading panel published recommendations of what constitutes the components of an effective early reading program in April of 2000. These components include: the explicit instruction of phonemic awareness, phonics and reading comprehension; fluency development; practice with books that are at the appropriate reading level; use of decodable texts; vocabulary development; the use of quality literature that covers various styles and genres. [1]

Explicit Instruction of Core Reading Skills

Phonemic awareness, phonics and comprehension skills are at the heart of a quality reading program. Teaching children phoneme blending and segmenting helps them remember the spoken sounds that the letters represent. Phonics allows the child to read unknown words by sounding out the letters in an unknown word. Students can demonstrate reading comprehension skills through pictures, summaries, and by providing written responses to stories they have read. All three of these areas require explicit and direct instruction by a skillfully trained teacher as part of a comprehensive reading program.

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