Domains of Reading

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Domains of Reading


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Course Objectives
Course Objectives
Examine Research Review Five Domains
Teaching Strategies Active Engagements
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Domains of Reading Workshop
Domains of Reading Workshop
Introductions Ground Rules
Agenda Review
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• Reading Research
• Current Research
• Five Domains of
• Reading

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Reading Research
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Reading Research NICHD

• 5 - enters school already reading
• 20 - 35 - find learning to read relatively
  easy (regardless of what instructional method is
  used)
• 60 - find reading a difficult task
• 20 - 30 of the 60 - find reading as one of
  the most difficult tasks that they will have to
  master throughout regular schooling

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Reading Research

• 38 of fourth graders 26 of eighth graders
  read at a below basic level of achievement
  (National Center for Education Statistics 1999)
• 16 of eighth graders reading below basic are
  children of college educated parents

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Reading Research

• Students who are not reading at grade level by
  the end of first grade have a 1 in 8 chance of
  ever catching up to grade level without
  extraordinary and costly intervention
• Studies find that these students fall further and
  further behind in the development of literacy
  skills, and subsequently become more at risk for
  school failure

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Reading Research

• Estimates of at least 20 million school-age
  children suffer from reading failure
• Of those 20 million children, only 2.3 million
  are in special education
• Remaining 17.7 million poor readers are provided
  some compensatory education or are overlooked
  altogether

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Reading Research

• Jots Thoughts
• What are the ways that illiteracy or weak reading
  skills could impact a persons life?

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Reading Research

• The Reading gap is a term used to describe the
  difference between the target level of reading
  proficiency and the actual level of reading
  proficiency.

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Reading Research

• Rally Robin
• Think about the students reading below grade
  level in your classroom and what are some of the
  indicators that a student is having difficulty
  with reading?

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Reading Research

• Reads textbooks with difficulty
• Struggles with many individual words
• Reads slow and laboriously
• Cant figure out unfamiliar words

• Cant attack multi-syllabic words
• Cant remember what was read
• Tries to sound out irregular words
• Does not know meanings of decoded words

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Reading Research

• Doesnt think deeply or strategically about what
  is read
• Fails to make appropriate interpretations about
  what is read

• Avoids reading
• Spells poorly
• Is afraid or embarrassed to read
• Has difficulty with complex concepts

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Good News From Research
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Reading Research

• Research shows that reading failure can be
  reduced by approximately two-thirds
• Never before has there been so much converging
  research and such an abundant professional
  knowledge base that shows so clearly how to
  foster and nourish reading proficiency.
• Enough is now known to prevent most reading
  difficulties from starting, as well as to help
  those who are already experiencing reading
  problems

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Reading ResearchFactors That Influence Reading
Development

• Development of phonemic awareness and of the
  alphabetic principle
• Ability to decode words
• Automaticity with enough words
• Acquisition of vocabulary

• Application of reading comprehension strategies
• Extensive reading of both narrative and
  nonfiction texts
• Adequate teacher preparation and materials

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Reading Research

• Researches Pressley, Rankin, and Yokoi studies a
  sample of the very best Kindergarten, first, and
  second grade teachers who had exceptional success
  promoting literacy achievement in students.

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Reading Research

• What did they find?
• All these teachers used a balanced and
  comprehensive approach that included direct
  teaching of phonemic awareness and phonics as
  well as an abundance of rich and varied
  literature.

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Reading Research

• The research is clearly showing that the solution
  is for all schools to implement a balanced and
  comprehensive literacy program for all students
• What are the components of a balanced,
  comprehensive literacy program?
• The National Reading Panel issued a report
  identifying the key skills and methods central to
  reading achievement

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The National Reading Panel

• The five areas that a comprehensive program
  should be focused on are the five domains of
  reading
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

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Reading Research

• Teachers are the most powerful tool in the
  classroom
• Effective teachers need two things
• Knowledge
• Resources

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Five Domains Of Reading
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What are the top two indicators of a
Kindergarten students success in learning to
read in first grade?
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• Amount read to at home
• Score on oral vocabulary
• Test (Peabody Picture
• Vocabulary)
• c. Phonemic segmentation
• ability
• d. Whether or not the
• student attended preschool
• e. Ability to recognize
• letters of alphabet
• f. Amount of time spent
• watching television

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A childs level of phonemic awareness and the
ability to recognize the letters of the
alphabet are widely held to be the strongest
determinants of the success that he or she will
experience in learning to read- or, conversely,
the likelihood that he or she will fail.
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Phonemic Awareness
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A phoneme is a speech sound. It is the smallest
unit of sound that makes a difference in
meaning.
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Phonemic Awareness is the conscious
understanding that spoken language is composed
of phonemes, or speech sounds
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Phonemic Awareness

• It involves the ability to blend, segment, and
  manipulate phonemes in spoken sound
• The difference between phonemic awareness and
  phonics is that phonemic awareness involves
  sounds in spoken words and phonics involves the
  relationship between these sounds and written
  symbols

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Phonemic Awareness

How many sounds, or phonemes, do you hear in the
following words? What are they?
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Phonemic Awareness

• Phonemic Awareness is important
• To understand the Alphabetic Principle the
  principle that the letters of the alphabet stand
  for the sounds in oral language
• To notice the regular ways that letters in
  written language stands for sounds
• To blend sounds in order to read words
• To segment words in order to spell them

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Phonemic Awareness

• The ultimate goal of phonemic awareness is for
  students to
• Blend phonemes for reading
• Segment phonemes for spelling

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Phonics
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Phonics

• Phonics is the study and use of sound/spelling
  correspondences to help students identify written
  words

Phonics instruction should be systematic and
explicit especially for those students who are
at risk for reading failure

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Phonics

• Systematic, explicit phonics can be described as
  an instructional program in which sound/spellings
  are
• Introduced systematically and
• sequentially
• Taught in isolation
• Blended into words
• Practiced in decodable
• text

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Decoding vs. Context Clues The Call of the Wild
by Jack London
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Phonics

• Studies have shown that students who read well in
  high school learned early to sound words out and
  read new words with ease
• Good readers rely primarily on
• the letters in a word rather
• than context or pictures
• to identify familiar and
• unfamiliar words

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Spelling Instruction Overview Grades K - 5
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Spelling

• Spelling is the basic ability to write words with
  the proper letters in correct sequence

• Spelling is complex, but it is also orderly and
  patterned

• There are three layers in spelling
• The alphabetic layer
• The pattern layer
• The meaning layer

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Spelling

Impacts Reading Accuracy, Fluency, Comprehension,
And Articulation
Reinforces Word-analysis strategies
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Spelling Instruction

• In the past spelling instruction moved from the
  traditional drill-and-skill approach to an
  approach where spelling would be caught during
  the reading and proofreading process
• Research shows in places where teachers stopped
  providing formal spelling instruction, test
  scores dropped and schools began to experience
  failure with literacy instruction

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Spelling is not Caught It is Taught
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A Common Language For Spelling Instruction
Syllable
Consonants
Blends
Trust
Vowels
Welded Sounds
Consonant Digraph
Vowel Pairs
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A Common Language For Teaching Spelling
Vowels
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A Common Language For Teaching Spelling
Consonants
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A Common Language For Spelling Instruction
Consonant Digraph
Two consonants that come together and make
one sound
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A Common Language For Spelling Instruction
Blends
Two and three consonants that come together at
the beginning or end of a word or syllable

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A Common Language For Teaching Spelling
Welded Sounds
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A Common Language for Spelling Instruction
Syllable
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Spelling Instruction
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A Common Language For Spelling Instruction
VC One Vowel Ends with Consonant(s) Examples
at, bath, scratch
Closed Syllable
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A Common Language For Spelling Instruction
Silent-e Syllable
VCe The silent e jumps Over the consonant and
makes the preceding vowel say its name Example
bake, shake, scrape
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A Common Language For Spelling Instruction
V The syllable or word ends in one vowel The
vowel usually says its real name Y says i at the
end of a one-syllable word Y says e at the end of
a two-syllable word Example a, no, my, try, go
Open Syllable
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A Common Language For Spelling Instruction
Cle Consonant le is a stable syllable in
itself Teach consonant le Count back
three Example ble, fle, gle, ple, tle,
zle, ap.ple rid.dle no.ble pur.ple
Consonant le Syllable
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A Common Language For Spelling Instruction
Vr The vowel is not long The vowel is not
short The vowel is controlled by the bossy
R! Example ar, or, er, ir, ur, ear
R- Controlled Syllable
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A Common Language For Spelling Instruction
VV Two vowels that come together and make one
sound Example ai, ay, oa, and ee
Vowel Pair
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Syllabication Rules

• In a word that contains vowel consonant
  consonant vowel divide between the consonants
  VC CV

• Example con.test vam.pire

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Syllabication Rules

• In a word that contains two vowels that are not a
  pair, divide between the two vowels

Example li.on ru.in vi.o.lin mu.se.um
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Spelling Instruction
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Spelling Generalizations
When to use c, k, or ck?
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Suffix Sort
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Vowel Suffixes Consonant Suffixes
-er -ly
-est -ness
-ed -some
-ing -sion
-ee -tion
-y -ment
-able -ful
-ive -s
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Spelling Generalizations
The Three Great Spelling Rules
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Best Practices in Spelling

Instruction/Homework
Coding Words Reading Words to
Automaticity Dictation Fingertapping Spelling
Sorts
Flip Folders Homophone Organizer Spelling
Notebook
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Fan-N-Pick

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Fluency
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Fluency

Rate (words per Minute)
Prosody (rhythms and tones of spoken
language)
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Fluency Activity
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Sequence of Fluency Instruction
Letter Naming Sound/Symbol Relationship Words
Sentences Paragraphs Stories
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Fluency

• A fluent reader decodes text automatically, and
  therefore can devote his/her attention to
  comprehending what is read
• If we provide diverse learners with the tools and
  the strategies for achieving automatic and fluent
  word recognition, we can increase their chances
  for successful reading experiences

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Fluency

• Achieving fluency is recognized as an important
  aspect of proficient reading, but it remains a
  neglected goal of reading instruction
• Students should receive explicit instruction with
  fluency to improve their overall reading ability

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Fluency

• Strategies for developing fluency are
• Provide extensive reading opportunities with
  decodable texts and beneath- frustration level,
  authentic text
• Choral reading
• Echo Reading

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Fluency

• Strategies for developing fluency are
• Rereading of text
• Partner reading
• Goal Setting For Students- Charting Fluency Rates

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Fluency

• Repeated Reading
• Alpha beta Alphabet

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Tea Party

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Fluency Assessment
Refer to Fluency Norms

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Vocabulary
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Vocabulary
Vocabulary is the term associated with the body
of words students must understand in order to
read a text with fluency and comprehension

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• People have four types of vocabulary
• Listening
• Speaking
• Reading
• Writing
• Irvin (1998)

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• Receptive Vocabulary
• Listening
• Reading
• Expressive Vocabulary
• Speaking
• Writing

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• Vocabulary knowledge is fundamental to reading
  comprehension. Research has shown that the
  proportion of difficult words in text is the
  single most powerful predictor of text
  difficulty, and a readers vocabulary knowledge
  is the single best predictor of how well that
  reader can understand text.
• (Anderson and Freebody 1981)

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Effective Vocabulary Instruction
Read Alouds
Wide Reading
Word Consciousness
Trust
Vocabulary
Instruction On Specific Words
Word Learning Strategies
Multiple Exposures
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Effective Vocabulary Teachers
Effective Vocabulary Instruction

Read Aloud
Older students can acquire new vocabulary from
listening to stories and books read aloud when
the teacher stops to quickly define the
unfamiliar word and then proceeds with the
reading. Research has found that students are
able to learn almost as many word meanings form
listening to a story once as they learned from
reading a story once.
Stahl, Richek, and Vandeview(1991)
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Effective Vocabulary Teachers
Effective Vocabulary Instruction

Multiple Exposure
Research shows that students need to encounter a
word about 12 times before they know it well
enough to improve their comprehension
(McKeown, Beck, Omanson, and Pople 1985)
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Effective Vocabulary Teachers
Effective Vocabulary Instruction

Multiple Exposure

• Teachers must introduce students to key
  vocabulary words and provide constant
  reinforcement of the meanings of those words.

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Effective Vocabulary Teachers
Effective Vocabulary Instruction

Multiple Exposure

• Have students use words in their own writings
• Encourage students to record words in vocabulary
  notebooks
• Encourage students to reference their vocabulary
  notebooks as they read and write

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Effective Vocabulary Teachers
Effective Vocabulary Instruction

Word Consciousness

• Word consciousness is extensive knowledge of and
  interest in words. Students who are word
  conscious know many words, use them well, are
  aware of the various meanings of words and the
  power of words.

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Effective Vocabulary Teachers
Effective Vocabulary Instruction

Word Consciousness

• Create a word rich environment
• Variety in levels of materials and topics
• Literacy materials should be chosen based on
  motivational as well as instructional value
• Books, newspapers, magazines, reference
  materials, technological references

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Effective Vocabulary Teachers
Effective Vocabulary Instruction

Word Consciousness

• Create a word rich environment
• Classroom sets of books, novels, anthologies,
  short stories, and magazines for small group and
  large group reading
• Create sets of related books centering around a
  topic and they should be on different levels

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Effective Vocabulary Teachers
Effective Vocabulary Instruction

Word Consciousness

• Manipulation of Words and Word Parts
• Word Riddles
• Name Riddles
• Hink Pink (game where students are asked to come
  up with a pair of rhyming words to match a
  defining phrase)

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Effective Vocabulary Teachers
Effective Vocabulary Instruction

Word Consciousness

• Collections of words
• Word walls
• All the Words About books
• Personal vocabulary notebook

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Effective Vocabulary Teachers
Effective Vocabulary Instruction

Word Consciousness

• Word games and word play are valuable ways to put
  the fun back in one of the most fundamental
  aspect of learning vocabulary development

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Effective Vocabulary Instruction
Effective Vocabulary Instruction

• Wide Reading
• There is a strong relationship between reading
  ability and vocabulary acquisition in that the
  amount of reading students do, both in and out of
  school, is an indicator of students vocabulary
  size.
• (Fielding, Wilson, and Anderson 1986)

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Effective Vocabulary Instruction
Effective Vocabulary Instruction

• Wide Reading
• Research shows that after second grade reading
  and writing vocabulary growth increases
  steadily, with typical students learning an
  average of 3,000 to 4,000 words per year.
• (Nagy and Anderson1984)
• (Nagy and Herman 1987)

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Effective Vocabulary Instruction
Effective Vocabulary Instruction

• Wide Reading
• Directly teaching 3,000 to 4,000 words a year
  would mean teaching approximately 20 or more
  words every school day. Yet research shows that
  at best 8 to 10 words a week can be directly
  taught effectively, for a total of 300 to 400
  words a year.

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• Wide Reading
• Example of vocabulary growth through wide
  reading
• Fifth grade student reads for an hour per day at
  a rate of 150 words per minute will encounter
  2,250,000 words
• If 2 to 5 percent are unknown the student will
  have encountered from 45,000 to 112,500 unknown
  words.

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• Wide Reading
• Research shows that a student will learn between
  5 to 10 percent of unknown words in a single
  reading(Nagy and Herman1987)
• This would account for that fifth grader learning
  2,250 words form context

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• Wide Reading
• This research suggests that one of the most
  powerful things teachers can do to increase
  students vocabulary is to encourage them to read
  as widely as possible.

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Word Learning Strategies
Word Learning Strategies


Because students derive the meanings of many
words incidentally, without instruction, another
possible role of instruction is to enhance the
strategies readers use when they do in fact
learn words incidentally.
-Kameenui
1987
Research
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Word Learning Strategies
Word Learning Strategies

• Reading Volume and Vocabulary Growth
• Word Structure and Meaning
• Compound Words
• Word Parts Affixes (Prefixes and Suffixes)
• Roots ( Greek and Latin)
• 3. External Context Clues and Meaning

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Word Learning Strategies
Word Learning Strategies
There is no doubt that skilled word learners
use context and their knowledge of prefixes,
roots, and suffixes to deal effectively with new
words. - Nagy, 19988

Research
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Word Learning Strategies
Word Learning Strategies
About half of the new words students meet
in their reading are related to familiar words
and can be understood if students see the
relationships. -Anglin, 1993

Research
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Word Learning Strategies
Word Learning Strategies
Throughout the year word learning strategies
should be part of vocabulary instruction.
Students should be exposed to broad and diverse
vocabulary through listening to reading narrative
and nonfiction text.
Research
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Word Learning Strategies
Word Learning Strategies
Refer to Most Frequent Prefixes , Suffixes, and
Roots
Twenty common prefixes account for 97 percent
of the prefixed words in printed school English.
The four most common prefixes (un-, re-, in-, and
dis-) account for about 58 percent of all the
prefixed words. (White, Sowell, and
Yanagihara 1989)
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• Some words are not likely to become part of ones
  vocabulary without direct instruction. In
  addition, effective vocabulary instruction helps
  students understand what they must do and know
  in order to learn new words on their own.
  
• (Stahl Kapinus, 2001)

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Beck, McKeown, and Kucan (2002) considers words
based on utility
The most basic words (examples car, water, man,
candy) Words that are used often and help
readers understand a passage (examples
considerate, altitude, mobilize, concentrate,
industry) Words that are used infrequently and
may be associated with specific fields, or
domains (isosceles, exacerbate, corpus)
Tier 1
Tier 2
Tier 3
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Explicit instruction should focus on Tier 2
words. Tier 2 words are

• Words that allow students to express
  themselves in a more interesting and mature way
• Words that are highly useful to students
• Words that students know related words that
  are simpler so they can relate to this word and
  use it when appropriate
• Words that help students understand text

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Vocabulary

• Word Web

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Numbered Heads Together

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Comprehension
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Comprehension
Reading Comprehension is the process of
constructing meaning from written
text Comprehension is both interactive and
strategic readers making decision by selecting
strategies that fit the kind of text and their
purpose

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Learning to read is like building stairs you
must use the proper tools and complete one step
at a time By Evelyn Peter
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Students gain the most benefit from an
instructional program that focuses on their
current operational stage and guides them
through the necessary skill development to move
them into the next stage.
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Reading is conceptualized not as a process that
is the same from beginning stages through mature,
skilled reading, but as one that changes as the
reader becomes more able and proficient.
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Reading Readiness/Pre-Reading (Birth to 6)
This stage is characterized by learning to
recognize the alphabet, imitation reading,
experimentation with letters, and learning the
sounds associated with letters.
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Initial Reading or Decoding
Children in this stage are beginning to utilize
their knowledge of consonants and vowels to
blend together simpler words such as c-a-t,
b-a-t, f-a-t, h-i-t, etc.
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Confirmation, Fluency, Ungluing from Print
Children consider this the real reading stage.
They are now fairly adept in their decoding
(reading) and encoding (spelling) skills and are
ready to read without sounding everything out.
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Stage 3 (Age 9 - 13)
Stage 3 (Age 9 - 13)
Reading to Learn
Readers in this stage have mastered the code
and find it easy to sound out unfamiliar words
and read with fluency. They are now ready to
begin the study of subject matter and use of
informational text.
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Stage 4 (Age 14 - 18)
Stage 4 (Age 14 - 18)
Multiple Viewpoints
As opposed to the previous stage of reading for
specific information, students are now exposed to
multiple viewpoints about subjects (i.e., not
everything they read will have a right or a wrong
answer and not everyone will agree on
information).
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Stage 5 (College)
Stage 5 (College)
Construction Reconstruction
Faced with an abundance of information and
required reading, students in this stage will
progress if they understand the purpose of what
and why they are reading.
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Generally, stages 1 and 2 can be characterized as
the time of learning to readthe time when
simpler, familiar text can be read and the
alphabetic principle is acquired. Stages 3 5
can be characterized roughly as the reading to
learn stages--when texts begin to contain new
words and ideas beyond their own language and
their knowledge of the world
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The understanding of the Stages of Reading
Development The use of the appropriate instructio
n techniques for each individual learner based on
the stages in which they are functioning
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The average reader moves through the levels
at the age-grade specified. Those readers who
experience difficulty learning the process of
reading, writing, and spelling often find it
difficult to move from one stage to the
next. Many remain at stage 1 or 2 through
adulthood if specialized help is not sought. The
more gaps remaining in any stage, the less likely
that a reader will continue to progress.
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Teaching comprehension strategies to a
learner functioning in the decoding stages will
prove mostly futile, despite the
potential comprehension ability of the student.
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Comprehension
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Comprehension
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Comprehension

• Researchers have examined what proficient
  readers do to comprehend and they found that the
  comprehension process for proficient readers is
  both
• interactive
• strategic

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Comprehension

• Readers make decisions by selecting strategies
  that fit the kind of text they are reading and
  their purposes for reading.

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Strategic Reading
Strategies
Strategies are conscious plans that readers apply
and adapt to make sense of text and to get the
most out of what they read.
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Strategic Reading
Strategies
Teaching specific strategies equips students with
the tools to control their reading comprehension.
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Strategic Reading

• Explicit comprehension strategies instruction
  teaches
• what the strategy is
• why it is important
• how to apply it
• when to apply it
• where to apply it

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Comprehension
Certain key strategies which students use before,
during, and after reading a selection need to be
taught directly to students in the context of
their reading

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Strategic Reading
Teachers need to teach their students a number
of strategies, as well as supply them with the
metacognitive knowledge necessary to understand
when and how to use these strategies.
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Strategic Reading
Metacognitive Knowledge
Metacognition can be defined as thinking about
thinking. Proficient readers are aware of their
own thought processes and are able to
successfully direct and adapt them as needed.
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Strategic Reading
Goals of Strategy Instruction
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Strategic Reading
Comprehension Strategies Instruction

• New strategies are first taught with familiar
  narrative text and nonfiction text and then
  practiced with texts students can easily read

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Strategic Reading
Explicit Teaching Techniques
Direct Explanations
Modeling
Guided Practice
Feedback
Application
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Strategic Reading
Comprehension Strategies Instruction

• Comprehension strategies should be aligned with
  carefully selected text

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Strategic Reading

• Teachers can improve the reading of less
  proficient readers by helping them internalize
  effective strategies through explicit
  comprehension instruction.
• (Kern 1989)

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Strategic Reading

• Researchers have found that
• students are able to transfer their
  comprehension-strategies knowledge to their
  independent reading if they have been carefully
  instructed.
• (Griffin, Malone, and Kameenui1995
• Pressley, Symons, Snyder, and
• Cariglia-Bull 1989)

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Strategic Reading

• In fact, less able readers who have been taught a
  particular strategy are often indistinguishable
  from good readers who use the strategy
  spontaneously.
• (Hansen and Pearson 1983)

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Strategic Reading

• If teachers are going to teach students how to
  interact with the text using strategies, then
  they must first match the strategies to the type
  of text, carefully read the text ahead of time,
  and plan out the instruction for the before,
  during and after reading of the text.

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Comprehension
Text Organization
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Narrative Text What?

• Narrative text tells a story
• Most narrative texts are organized around a set
  of elements story grammar (setting, characters,
  plot, and theme)
• Instruction in story grammar
• benefits reading comprehension

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Narrative Text - Why?

• Making students aware of the story grammar
  provides them a framework for constructing
  meaning
• The structure of story grammar acts as a model
  which can be used as a strategy to improve both
  story comprehension and writing.
• Olson Gee, 1988

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Nonfiction Text - What?

• Nonfiction text provides an explanation of facts
  and concepts
• Its main purpose is to inform, persuade, or
  explain
• Reading and understanding nonfiction text
  involves more abstract thinking

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Nonfiction Text

• Students awareness of and understanding of text
  organization plays a key role in reading
  comprehension. Text organization includes
• Physical presentation of the text
• Underlying text structure
• 
  

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Nonfiction Text - What?

• Text Organization
• Physical presentation- how the text looks on the
  page how it is divided into segments or
  chapters and visual textual clues such as
  headings and subheadings, typeface and fonts,
  signal words, and the location of main-idea
  sentences
• Text structure- internal organization pattern
  (cause-effect, compare/contrast, description,
  problem/solution, and time order)

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Nonfiction Text - What?

• What Do You Know About Nonfiction?

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Nonfiction Text - What?

• Quiz-Quiz-Trade

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Nonfiction Text - Why?

• As students learn about the physical presentation
  and underlying structure of nonfiction text, they
  become strategic in their reading.
• When students are made aware of structural
  patterns, they are better able to determine main
  ideas and to recall text information

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Nonfiction Text Research Findings

• Explicit instruction in the physical presentation
  of text and/or text structures facilitates
  reading comprehension.
• -Dickson, Simmons, Kameenui, 1998

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Nonfiction Text - Why?

• Nonfiction text becomes the primary source of
  knowledge for acquiring new information
• Students success or failure in school is closely
  tied to their ability to comprehend nonfiction
  text

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Nonfiction Text Research Findings

• Students are simply not garnering much meaning
  from most of the expository texts they read.
• -Beck, McKeown, Hamilton Kucan, 1997

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Five Domains
As students who are learning to read become
students who are reading to learn, the goal is to
make them increasingly responsible for their
own reading comprehension

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Five Domains
Research has found that the teachers who are most
successful in teaching all students how to read
were the teachers who used a comprehensive
approach that included direct teaching of the
five domains of reading and an abundance of rich
and varied literature with which to practice