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Module 6 ECE Chart

Accurate decoding leads to fluency, which in turn facilitates comprehension through understanding rather than
recognizing words.
Fluency builds upon decoding and guides learner from recognition to meaning
Decoding construction.
The application of the knowledge of Comprehension reinforces fluency and
letter-sound relationship. Involves Fluency refines decoding skills over time.
recognition of words and phonemic Reading quickly, accurately, and
awareness. Facilitates vocabulary smoothly. Skills such as rate and
development. accuracy involved. Comprehension
The ability to process text and
comprehend its meaning. Involves
knowledge of vocabulary, critical
thinking, and inferencing.
Literal comprehension-basic
interpretation of text as seen.
Inferential-thinking and searching,
drawing on prior knwoledge.

Explicit instruction in literacy is significant since it gives structure to instruction in

foundational aspects such as decoding and comprehension. Step by step instructions break down

complex skills into manageable chunks, which facilitates clarity, enabling students to

comprehend what is required of them. Additionally, it supports scaffolding, where teachers

gradually relinquish responsibility to the student as literacy skills improve and the learner

becomes more proficient. The foundational skills laid through explicit instruction also facilitates
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comprehension of core curriculum content, and an understanding of the dynamics of language

and literacy.

The key components of literacy comprehension include; decoding, fluency, and

comprehension. Decoding refers to the process of combining or separating sounds,

understanding the relationship between letters and sounds to accurately identify words and

decode their meaning (Teaching and Learning Central 00:00:40-00:00:55). Decoding facilitates

vocabulary development through the identification of unknown words. Fluency on the other hand

entails the ability to read words quickly and accurately. Fluent learners use appropriate phrases

and employ the correct intonation in communication or reading. Comprehension is broken down

into two types; literal and inferential comprehension. The former is comprehension that occurs

basically by interacting with text, while inferential comprehension requires thinking and drawing

connections from prior knowledge (Teaching and Learning Central 00:01:40-00:02:40). The

three components are interrelated. Through decoding, learners improve their ability to read

words smoothly, resulting in improved fluency. Fluency on the other hand facilitates

comprehension, since learners focus on understanding text instead of wasting time trying to

decode words. However, decoding is not fluency, and fluency is not comprehension. A learner

with good decoding skills may not be fluent, since skills such as rate and accuracy are required

for fluency. Similarly, a fluent learner may not be good at inferential comprehension if the

learner has limited knowledge of a particular topic.

There are several strategies that educators can use to provide explicit and systematic

instruction in each area. In decoding, educators can provide targeted phonics instruction, which

can include segmentation of sounds and letters. For fluency, differentiated learning can be used

to allow students to practice reading based on their competence level. This can include pairing or
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grouping learners to facilitate peer support. Scaffolding can also enable educators to gradually

transition learners towards self-reliance. In terms of comprehension, one of the key strategies

that educators can employ is content enhancement, which includes strategies such as using

graphic organizers (Ciullo 20). Graphic organizers and similar strategies help educators simply

content that is presented in a manner that would be normally difficult to learners lacking

foundational skills. Moreover, using questions during instruction can encourage learners to

develop a deeper understanding of core curriculum content.

Monitoring student progress in literacy components is primarily accomplished through

the use of reading assessments. According to Ciullo, tests can include narratives to measure

reading comprehension (62). Reading assessments enable educators to identify the individual

needs of learners, in order to develop appropriate instructional strategies to respond to those

needs, while delivering core curriculum content. Assessments can include reading activities,

quizzes to test comprehension, and question sessions after reading. Word and phonic inventories

are also efficient ways of measuring progress. Assessments can be formative or summative in

nature. Formative assessments may be administered regularly, such as after every lesson to test

aspects such as vocabulary development and decoding skills. Summative assessments on the

other hand can combine quizzes that evaluate literacy skills as well as comprehension of core

curriculum content taught over some time.

The curriculum at my placement site connects the areas through differentiated reading

groups and reading assessments integrated into the delivery of core curriculum content. The

institution focuses on differentiated groups, where learners are grouped based on their levels of

comprehension and literacy competence. This facilitates scaffolding and personalized

instruction, where the teacher focuses more on learners with gaps in literacy. Additionally,
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integrated assessments are used to identify the fluency and comprehension level of learners. For

instance, educators at the school provide quizzes of core content that also incorporates specific

assessments of vocabulary depth. The selection of materials for core curriculum content is

tailored to include resources that facilitate reading comprehension and language development,

especially among early learners. Despite the prevalence of strategies for addressing literacy gaps,

a few questions to consider include; what technological resources are available to support

learners with literacy difficulties? How to ensure that formative and summative assessments are

used appropriately to monitor progress. Leveraging the appropriate tools and strategies in

literacy instruction is essential for achieving optimal outcomes depending on developmental

levels, and the individual needs of students in literacy comprehension.

Works Cited

Ciullo, Stephen Paul. “The effects of graphic organizers and explicit instruction on the

informational text learning and comprehension of fourth-and fifth-grade students with

learning disabilities.” (2011).

Teaching and Learning Central. “Reading Comprehension| Fluency Vs Comprehension.”

YouTube. (2022).