***FRUITS***
"If students receive instruction in phonological and alphabetic skills and learn to apply that knowledge to decoding words, they are very likely to succeed at reading."(36)
"when an individual's reading comprehension is more impaired than his or her listening comprehension, inaccurate and slow word recognition is the most likely cause."(37)
"Very poor readers must have their phonological skills strengthened because their inability to identify speech sounds erodes spelling, word recognition, and vocabulary development. For less severely impaired readers, educators must often target text reading fluency."(37)
"If students do not know the words they are reading, they must expand their vocabularies and learn a repertoire of comprehension strategies."(37)
"Language-deficient children often miss the subtle differences in speech sounds that distinguish words from on another--for example, pacific/specific; gold/goal; fresh/flesh; anecdote/antidote."(37)
"Phonological awareness, decoding, spelling, grammar, and other language skills can be taught as a linguistics course in which instructors use such adult language as phoneme deletion and morphemic structure. "(38)
"Great texts such as fables, poems, oral histories, and adapted classics promote student engagement. Even if students are working on word recognition, they will benefit from daily opportunities to discuss meaningful material"(39)
**WEEDS**
None
***BASKET***
This reading will be especially helpful with helping students to learn about sentence structure. I will try to apply everything into my lesson planning.
Great list of quotes from Moats' article. Main point: a poor foundation in phonetics and alphabet results in errors when decoding words, and later affects one's ability to read. Moats is an expert on the topic and as a former elementary school teacher I must agree with her arguments. Children WILL experience difficulty reading when they do not receive adequate instruction in the early years of learning (about Pre K to 2).
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