Reading component instruction: Required in your instruction

The research literature for children and adults recognizes that the complexity in reading can be understood in part as a process that involves the integration of many components (e.g., word decoding, vocabulary, fluency, alphabetics, background knowledge, and reading comprehension). We are also very clear that participants in our literacy programs are generally not proficient or have sufficient automaticity in these components to be considered proficient readers.

So, here's a question about our use of instructional time: Does your program or instructional planning have an expectation (requirement) that every student will spend some X amount of instructional time on one or more reading components? The time could be spent in engagement with either learning or practice activities.

If you do have such a requirement, I'm interested in which component you target your efforts and how much time (minutes) or percent of the instructional time is set aside for that component.

We've got to figure out how to be more efficient and effective if we are going to improve the learners' outcomes. Targeting instruction on specific reading components is one strategy. Raising instructors' salary to a living wage might also contribute but that's another topic for a later discussion.

Look forward to hearing your thoughts. Thank you.

Daryl

Reading and Writing SME