Reading Instruction in Kindergarten Through Third Grade

Recommendations on the mechanics of reading:

  • Kindergarten instruction should be designed to provide practice with the sound structure of words, the recognition and production of letters, knowledge about print concepts, and familiarity with the basic purposes and mechanisms of reading and writing.

  • First grade instruction should be designed to provide explicit instruction and practice with sound structures that lead to phonemic awareness, familiarity with spelling-sound correspondences and common spelling conventions and their use in identifying printed words, “sight” recognition of frequent words, and independent reading, including reading aloud. A wide variety of well-written and engaging texts that are below the children’s frustration level should be provided.

  • Instruction for children who have started to read independently, typically second graders and above, should be designed to encourage children to sound out and confirm the identities of visually unfamiliar words they encounter in the course of reading meaningful text, recognizing words primarily through attention to their letter-sound relationships. Although context and pictures can be used as a tool to monitor word recognition, children should not be taught to use them to substitute for information provided by the letters in the word.

  • Because the ability to obtain meaning from print depends so strongly on the development of accuracy in word recognition and reading fluency, both of the latter should be regularly assessed in the classroom, permitting timely and effective instructional response when difficulty or delay is apparent.

Recommendations on comprehension:

  • Kindergarten instruction should be designed to stimulate verbal interaction, to instruct vocabulary, and to encourage talk about books.

  • Beginning in the earliest grades, instruction should promote comprehension by actively building linguistic and conceptual knowledge in a rich variety of domains.

  • Throughout the early grades, reading curricula should include explicit instruction on strategies such as summarizing the main idea, predicting events and outcomes in upcoming text, drawing inferences, and monitoring for coherence and misunderstandings. This instruction can take place while adults read to students or when students read themselves.

  • Conceptual knowledge and comprehension strategies should be regularly assessed in the classroom, permitting timely and effective instructional response when difficulty or delay is apparent.

Recommendations on writing:

  • Once children learn to write letters, they should be encouraged to write them, use them to begin writing words or parts of words, and to use words to begin writing sentences. Instruction should be designed with the understanding that the use of invented spelling is not in conflict with teaching correct spelling. Beginning writing with invented spelling can be helpful for developing understanding of phoneme identity, phoneme segmentation, and sound-spelling relationships. Conventionally correct spelling should be developed through focused instruction and practice. Primary grade children should be expected to spell previously studied words and spelling patterns correctly in their final writing products. Writing should take place on a daily basis to encourage children to become more comfortable and familiar with it.

Recommendations on reading practices and motivation:

  • Throughout the early grades, time, materials, and resources should be provided (a) to support daily independent reading of texts selected to be of particular interest for the individual student, and also beneath the individual student’s frustration level, in order to consolidate the student’s capacity for independent reading and (b) to support daily assisted or supported reading and rereading of texts that are slightly more difficult in wording or in linguistic, rhetorical, or conceptual structure in order to promote advances in the student’s capacities.

  • Throughout the early grades, schools should promote independent reading outside of school by such means as daily at-home reading assignments and expectations, summer reading lists, encouraging parental involvement, and by working with community groups, including public librarians, who share this same goal.

Adapted from Preventing Reading Difficulties in Young Children (National Academy Press, 1998)

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