Reading


 * Reading** is a complex system of deriving meaning from print that requires all of the following:
 * the skills and knowledge to understand how phonemes, or speech sounds, are connected to print;
 * the ability to decode unfamiliar words;
 * the ability to read fluently ;
 * sufficient background information and vocabulary to foster reading comprehension ;
 * the development of appropriate active strategies to construct meaning from print;
 * the development and maintenance of a motivation to read.

**@Phonemic Awareness** Phonemic awareness is a reader's ability to recognize that spoken language is made up of a series of individual sounds.

// **@Phonics** //  //Phonics//  is the understanding that there is a pattern and relationship between the sounds (phonemes) of spoken language and the letters and spellings (graphemes) that represent those sounds in written text. //Decoding//  is what readers do when they use their knowledge of letter-sound relationships to identify words. When readers intentionally use the letter-sound and syllable-sound connection, they may call this process "sounding out" words.

Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking. Fluency = Accuracy + Rate + Expression
 * @Fluency**

//**@Vocabulary** // // Vocabulary refers to the words we must know to communicate effectively. In general, vocabulary can be described as oral vocabulary or reading vocabulary. Oral vocabulary refers to words that we use in speaking or recognize in listening. Reading vocabulary refers to words we recognize or use in print. Direct vocabulary instruction// refers to students learning vocabulary when they are explicitly taught both individual words and word-learning strategies. Direct vocabulary instruction aids reading comprehension. //Contextual vocabulary instruction// is also referred to as indirect vocabulary instruction. Students learn vocabulary indirectly when they hear and see words used in many different contexts-for example, through conversations with adults, through being read to, and through reading extensively on their own.


 * @Comprehension** Reading comprehension is the process of constructing meaning from text. The goal of all reading instruction is ultimately targeted at helping a reader comprehend text. Reading comprehension involves at least two people: the reader and the writer. The process of comprehending involves decoding the writer's words and then using background knowledge to construct an approximate understanding of the writer's message.


 * @Written Expression** Written expression involves writing, spelling, handwriting, keyboarding, and 21st century skills for using web 2.0 tools for the read/write web.