Reading in the Elementary Schools
The Wake County Public School System is dedicated to meeting the needs of all students through rigorous literacy instruction. In order to provide a consistent conceptual framework that relies on common language across the grade levels, the district has created a Reading Model. This model recognizes what the student brings to the classroom, the importance of the kind of classroom environment that the teacher maintains, and the essential components of reading instruction.
The WCPSS Reading Model is centered on the needs of the learner as s/he moves through the various stages of reading development. According to national reading research, good readers exhibit proficiency in each of the following components: foundational literacy skills, word recognition, vocabulary and concept development, fluency, and comprehension. A deficit in any one of these components can interfere with student success in reading.
Foundational literacy skills are essential for developing proficient readers. These skills include understanding the parts of a book, knowledge of letters and sounds, and the ability to hear, identify, and manipulate the sounds in spoken words. Most of these skills are developed in the kindergarten year.
Word recognition is the ability to recognize words by sight or to figure out unknown words based on their parts or letter-sound patterns.
A student’s vocabulary is a key component to being able to understand what is read. Most vocabulary is learned indirectly when students hear and see words in many different contexts. Some words are taught directly to help students understand new concepts and topics.
Good readers read fluently - reading the words accurately with both expression and a reasonable rate. When readers are able to easily recognize words and read fluently, they can focus their attention on making the connection between the ideas from the text and what they already know about the topic.
Comprehension means understanding what is read or heard. Proficient readers use strategies before, during, and after reading to understand what they read. They are aware when they don’t understand part of the text and know that they have to do something differently so that they can understand. This may mean rereading, asking themselves questions, or reading ahead to see if the author explains the confusing part. Comprehension is the ultimate goal of proficient reading.