Introduction to the Six Dimensions of Reading

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Introduction to the Six Dimensions of Reading

• Scientific Research-Based Reading Modules

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Developed by Members of the Delaware Reading
Cadre
6 Dimensions of Reading Modules

• Kathy Casey
• Jo Miller King
• Sara McCraw
• Lorei Meanor
• Pamela Oliver
• Cathy Petitgout
• Deborah Stark

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6 Dimensions of Reading

• Well be looking at reading instruction
  through the lens of the latest research.
• Suggesting subtle changes in teaching
  practices so all students can become
  independent readers.

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6 Dimensions of Reading Reading is a complex
system for deriving meaning from print that
requires the following
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6 Dimensions of Reading
Research identifies six specific dimensions of
reading (National Research Council, National
Reading Panel, 2000).

• Phonological Awareness

• Alphabetic Knowledge

• Fluency

• Vocabulary Instruction

• Comprehension

• Motivation

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6 Dimensions of Reading

• Phonological Skills
• Skills and knowledge to understand how phonemes,
  or speech sounds, are connected to print.
• 2. Alphabetic Knowledge
• The ability to decode unfamiliar words.

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6 Dimensions of Reading

• Fluency
• The ability to read fluently.
• 4. Vocabulary
• Sufficient background information and vocabulary
  to foster reading comprehension.

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6 Dimensions of Reading

• Comprehension
• The development of appropriate active strategies
  to construct meaning from print.
• 6. Motivation
• The development and maintenance of a motivation
  to read.

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Focus on K - 3
A person who is not at least a modestly skilled
reader by the end of third grade is quite
unlikely to graduate from high school. Preventing
Reading Difficulties Snow, 1998
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Nationally

• 5 of children learn to read effortlessly on
  their own.
• 20-30 learn to read easily when exposed to
  formal instruction, regardless of instructional
  emphases.
• 44 3rd graders lack basic reading skills (Snow,
  1998).

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In Delaware 2001 DSTP Results
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In Delaware 2001 DSTP Results
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Research

• Emphasizes early intervention for the
  prevention of reading difficulties, (Snow et
  al., 1998).
• Marie Clays work popularized the notion of
  accelerating reading development in young
  children in order to prevent failure.
• Children learn to read through engagement in a
  variety of age-appropriate and developmentally
  appropriate print-related activities

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Introduction, Instruction and Mastery Continuum
(National Reading Panel, 2000)
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Consequently
Elementary teachers are being held to greater
accountability for the results of reading
instruction provided within general classrooms.
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6 Dimensions of Reading
Module One Phonological Awareness   Module
Two Alphabetic Knowledge   Module Three
Vocabulary Development Module Four
Comprehension Strategies Module Five
Motivation and Fluency
Delaware Reading Cadre 2001