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offices at OSPI provide guidance for the development and implementation of Washington learning standards and oversee assessments required by federal and state laws and regulations.
The Reading Essential Academic Learning Requirements (EALRs) and Grade Level Expectations (GLEs) describe what students should know and be able to do.
The state assessments are designed to help schools and districts determine whether students have met the reading learning standards.
Response to Intervention (RTI) is a multi-level prevention system to maximize student achievement and to reduce behavior problems. RTI is funded by the State Personnel Development Grant.
This guide assists schools in implementing the best practices in reading instruction for all students.
Washington state recognizes dyslexia as a specific learning disability.
The purpose of the Reading Systems Professional Learning Guide is to provide Washington's school districts with actionable steps, professional development, and support to build, implement, and enhance a comprehensive PK-12 Reading System.
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5 Components of Reading
Phonemic awareness is the understanding that spoken words are made up of separate units of sound that are blended together when words are pronounced. It is also the awareness of and ability to manipulate (delete, add to, or change sequence of) individual phonemes. Hearing and saying that the word cat has three sounds, or phonemes /k/ /ă/ /t/ is an example of a phonemic awareness skill. Phonemic awareness is essential in learning to read and a strong predictor of reading success.
Phonemic Awareness falls under the larger umbrella of phonological awareness, or the ability to understand that spoken language is made up of smaller parts such as sentences, words and syllables. This “umbrella” term is used to refer to a student’s sensitivity to any aspect of phonological structure in language.
The study of the relationships between letters and the sounds they represent; also used to describe reading instruction that teaches sound-symbol correspondences.
Ability to read text quickly, accurately, and with proper expression. Fluency provides a bridge between word recognition and comprehension.
Refers to words and their meanings. Students must know the meanings of words to communicate effectively. Vocabulary is important to reading comprehension because readers cannot understand what they are reading without knowing what most of the words mean. Vocabulary development refers to stored information about the meanings and pronunciation of words necessary for communication. Four types of vocabulary include listening, speaking, reading and writing.
Comprehension is constructing meaning by connecting text to what the reader already knows and thinking about this information until it is understood. This is the ultimate goal of reading.
Oral Language: Spoken language. There are five components of oral language: phonology, morphology, syntax, semantics, and pragmatics.
Spelling: The translation of spoken words into printed symbols.
Writing: the act of writing to convey meaning. Writing includes handwriting, spelling, capitalization, punctuation, language structure, and semantics.
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