Question

How do word recognition, phonemic awareness, and print concepts each relate to fluency? What is the importance of scaffolding in teaching these concepts and in what general order should they be taught?

Answer 1

word recognition, phonemic awareness, and print concepts each relate to fluency

In the society that we live today, it is necessary that people have their greatest opportunities, in becoming accomplished readers. People who have not been able to read proficiently, face problems in the personal, economic as well as social fronts. In order to be able to function in an appropriate manner, the readers should be able to understand things, along with drawing conclusions as well as evaluating the material that people have read. In English, there is a relationship between the sound that s person has spoken along with the language in its oral form, known as graphemes. Learner’s have to be aware of the phonemes, as well as the sound and the form of spoken language. As children identify the sounds they would be able to form s graphic image and this body formation is referred to as phonics. In the different aspects language development, listening as well as speaking skills. During reading as well as listening, there would be syntactic and inferential processes involved. The various concepts of print are which would be identifying the word, letter as well as sentence present in print. Letters form the building block of print. It is reasonable that the learning of s person would. E depending on what fhey have recognised and what they have read. Phonemic awareness pin Kidd’s the visual dimension of the spoken language where smaller graphemes would be representing oral language in different forms. By phonemic awareness, a person knows that the spoken language would be having identifiable units, and there are syllables that would be having sounds. The spelling ability of s person is directly related to the words that hsve been spoken, referred to as phonemic segmentation. For reading, there has to be a pre alphabetic phase, the partial alphabetic and the full alphabetic and the consolidated alphabetic phase. Once a person has been able to sequentially decode the letters, along with using analogy and patterns, they tend to use the cues of contexts, as well as automatic recognition of language. This efficiency and extended decoding skills ,are the readers flexible and allows them to grow as readers.

Scaffolding is also referred to as instruction learning, in which, the teacher would be guiding a student so that fhdy would be learning a new concept. As a result of scaffolding, the teacher would be supporting the student, so that the student could learn s new concept. Scaffolding would be functioning similar to physical scaffolds. The teacher would be providing extensive supports to students as they learn the concept initially, but gradually, they would be removing the support, such that on re,over of support, the student would be able to put in the concept in daily aspects.