1. Phonemic awareness: the ability to hear and manipulate the individual sounds in words.

2. Phonics: the ability to match individual sounds to letters or groups of letters.

3. Vocabulary: the knowledge of words and their meanings.

4. Fluency: the ability to read text accurately, quickly, and with expression.

5. Comprehension: the ability to understand and make meaning from text.

Phonemic Awareness

Phonemic awareness is the ability to hear, identify, and manipulate the individual sounds (phonemes) in spoken words. It is the foundation for learning to read and spell, as it enables children to connect the sounds of spoken language to the letters that represent them in written language. Phonemic awareness skills include the ability to segment words into individual sounds (e.g., saying the sounds in “cat” /k/ /æ/ /t/), blend sounds together to form words (e.g., saying “c-a-t” to form “cat”), and identify and manipulate the sounds in words (e.g., changing “cat” to “bat” by changing the initial sound). These skills can be developed through activities such as rhyming, syllable segmentation, and sound blending.

Phonics

Phonics is the ability to match individual sounds (phonemes) to letters or groups of letters (graphemes). It is the connection between the sounds of spoken language and the letters or spellings that represent those sounds in written language. For example, the letter “c” is often used to represent the sound /k/ as in the word “cat”, and the letters “sh” are used to represent the sound /sh/ as in the word “ship”.

Phonics instruction typically begins with teaching the sounds of individual letters and the corresponding letter symbols. Then it moves on to teaching children how to blend those sounds together to read words, and eventually to decoding words by sounding them out. Phonics instruction can be systematic, meaning that it follows a specific set of teaching principles and is taught in a specific order, or it can be embedded, which means that it is incorporated into reading instruction as needed.

Phonics instruction is an important part of learning to read, as it helps children develop the ability to decode words, which is essential for reading fluency and comprehension.

Vocabulary

Vocabulary refers to the knowledge of words and their meanings. A strong vocabulary is essential for reading comprehension because it allows readers to understand the words they encounter in text. The more words a reader knows, the easier it is for them to understand the meaning of a text. Vocabulary can be developed through a variety of activities such as reading a variety of texts, being exposed to new words through conversation and media, and studying word lists and word-learning strategies.

There are different types of vocabulary:

Tier-1 vocabulary is considered basic, common words that are used in everyday conversation and are easily understood by most people, like “dog” or “happy.”

Tier-2 vocabulary is considered more academic or domain-specific words, like “mitigate” or “photosynthesis.”

Tier-3 vocabulary is considered highly specialized or domain-specific words, like “endoplasmic reticulum” or “magnetohydrodynamics.”

Teaching vocabulary is an essential part of reading instruction, it includes not only teaching the definition of words but also teaching students to understand the connotations, idiomatic expressions, and multiple meanings of words.

Vocabulary can be acquired through a variety of means, including direct instruction, reading, listening, and life experiences. Direct instruction includes teaching specific words and their meanings, as well as strategies for understanding the meanings of unknown words. Reading widely and regularly exposes individuals to a diverse range of vocabulary and can improve vocabulary development. Additionally, listening to language that is well-spoken and used in context can help children to acquire new words and understand their meanings.

It is also important to note that vocabulary knowledge is not a static construct, it is dynamic and expands as an individual learns new words and concepts throughout their life. Having a rich vocabulary is a key element of reading comprehension, as children with more extensive vocabularies tend to be better readers than those with less extensive vocabularies.

Fluency

Fluency is the ability to read text accurately, quickly, and with expression. It is the smooth and effortless reading of text that allows the reader to focus on comprehension. Fluent readers can read with pace, accuracy, and intonation, which helps them to understand and enjoy the text they are reading.

Fluency is developed through practice and repetition. When children are first learning to read, they typically read slowly and laboriously, sounding out words letter by letter. As they become more familiar with the words and concepts in a text, they can read more quickly and with greater understanding. This process is aided by the development of automaticity, or the ability to recognize words quickly and effortlessly.

There are several strategies and techniques that can be used to improve fluency, such as repeated reading, choral reading, and partner reading. Repeated reading involves having children read a text multiple times to improve their pace and accuracy. Choral reading involves having children read a text together, in unison, to improve their intonation and expression. Partner reading is when two students take turns reading a text aloud, which helps children to develop reading skills while also providing opportunities for interaction and feedback.

Fluency is a critical element of reading comprehension, as it allows the reader to focus on understanding the meaning of the text, rather than on decoding the words on the page.

Comprehension

Comprehension is the ability to understand and make meaning from text. It is the ultimate goal of reading and it requires the integration of several skills, including phonemic awareness, phonics, vocabulary, and fluency. Comprehension is a complex process that involves several different strategies, such as:

Previewing: looking at the title, illustrations, and headings to get an idea of what the text is about.

Activating prior knowledge: using what the reader already knows to make connections to the text.

Asking questions: generating questions about the text to guide understanding.

Making inferences: drawing conclusions based on information in the text and using knowledge from the world.

Summarizing: restating the main ideas and key details in the text in one’s own words.

Synthesizing: combining new information with prior knowledge to create a new understanding.

Comprehending a text also requires a reader to have a good vocabulary, since understanding the meaning of words and phrases is crucial for making sense of the text. Additionally, comprehension can be improved through instruction and practice in reading strategies, critical thinking, and meta-cognition. It is also important to note that comprehension is not a one-time event, it requires active engagement with the text and constant monitoring of understanding.

Comprehension strategies are techniques that readers use to help them understand a text. Some examples of comprehension strategies include: asking questions, making connections, visualizing, inferring, summarizing, and determining importance.

Good readers use a variety of comprehension strategies to make sense of the text they read. They actively engage with the text, thinking about what they already know and what they are learning, and they use that knowledge to make predictions and connections. They also use critical thinking skills to analyze and interpret the text.

Developing good comprehension skills requires practice and exposure to a wide range of texts. Reading widely, regularly and at an appropriate level of difficulty, is crucial for building comprehension skills. Additionally, explicit instruction and guidance on comprehension strategies can help students to become more effective and independent readers.

Comprehension is the ultimate goal of reading, as the purpose of reading is to understand and gain information from the text. Without comprehension, reading is just a mechanical process of decoding words.

Shifting Priorities in Reading Instruction

Recently, the landscape of reading education has witnessed a significant transformation. Traditionally, the three pillars of reading instruction namely- phonemic awareness, phonics, and fluency held the centre stage. However, a noticeable shift is seen with vocabulary and comprehension gaining increased attention. The sudden shift in focus is because educators and researchers now recognize that vocabulary development is a dynamic process that requires explicit instructions and repeated exposure to rich, diverse language. Rather than assuming that the students will naturally acquire vocabulary through reading alone, educators
are integrating vocabulary instruction into their curricula to ensure that the learners have the tools to comprehend complex texts effectively.

At the same time, in today’s information-driven world, the students must be equipped with the ability to not only read but also analyze, evaluate and synthesize information from diverse sources. This has led to a renewed focus on comprehension strategies, including making connections, asking questions, visualizing, and summarizing. These techniques empower the students to engage with texts at a higher cognitive level, fostering independent and critical readers.

Impact on Reading Instruction

The shift towards vocabulary and comprehension has several implications for reading instruction:

Broader Literacy Goals: Education is no longer solely focused on teaching children how to decode words. It has evolved to encompass broader literacy goals, emphasizing the development of readers who can think critically and engage deeply with texts.

Balanced Approach: Effective reading instruction now adopts a balanced approach, integrating phonemic awareness, phonics, and fluency with vocabulary and comprehension instruction. This holistic approach ensures that students are well-rounded readers.

Equity in Education: By placing a stronger emphasis on comprehension and vocabulary, educators can help bridge the achievement gap. A focus on vocabulary development benefits students of all backgrounds, as it levels the playing field and empowers learners with the linguistic tools they need to succeed.

Preparation for Real-World Reading: In an age where information is readily available and constantly evolving, students need more than just basic reading skills. A deep understanding of vocabulary and strong comprehension abilities are essential for success in academia and the workforce.

In conclusion, reading is a complex process that involves several key components, including phonemic awareness, phonics, vocabulary, fluency, and comprehension. Each of these components plays an important role in the development of reading skills, and they are all interrelated.

Phonemic awareness is the ability to hear and manipulate individual sounds in words, which is a foundational building block for reading. Phonics is the ability to match individual sounds with letters or groups of letters, which is important for decoding words. Vocabulary refers to the knowledge of words and their meanings, which is necessary for comprehension. Fluency is the ability to read text accurately, quickly, and with expression, which allows the reader to focus on comprehension. Comprehension is the ability to understand and make meaning from text, which is the ultimate goal of reading.

It is important to note that developing these skills takes time and practice, and that the process is dynamic and continuous. Reading widely, regularly and at an appropriate level of difficulty, is crucial for building reading skills. Explicit instruction and guidance on each component can also help students to become more effective and independent readers.

The evolving priorities in reading education, with a growing emphasis on vocabulary and comprehension alongside the traditional pillars of phonemic awareness, phonics, and fluency, reflect a broader understanding of what it means to be literate in today’s world. As educators adapt their strategies to these shifting priorities, the students are better equipped to navigate the complex landscape of written information and become not only proficient readers but also critical thinkers and lifelong learners. Ultimately, this shift is a positive step towards fostering a generation of readers who are prepared for the challenges and opportunities of the 21st century.

References

Anderson, Cynthia. “The Five Pillars of Reading.” Library Media Connection 28.2 (2009): 22-24.

Cassidy, Jack, Corinne Montalvo Valadez, and Sherrye D.

Garrett. “Literacy trends and issues: A look at the five pillars and the cement that supports them.” The Reading Teacher 63.8 (2010): 644-655.

Phillips, Terese, Steve Robinson, and Tom Barnes. “The five pillars of reading: Research and case study.” Independence 43.1 (2018): 40-43.

Rasinski, T.V. (2012), Why Reading Fluency Should Be Hot!. Read Teach, 65: 516-522. https://doi.org/10.1002/TRTR.01077