Introduction. Oral Language
This component implies the ability to communicate and transmit information through speaking and listening. Often, in children, it appears due to imitation of adults. For example, they hear the everyday speech of their parents and remember the names of things and phenomena. Oral language learning strategies include frequent reading and oral retelling of information.
Phonological Awareness
It consists of distinguishing between sounds and from a series in oral speech. For example, it can be the distinction of the sounds /t/ /a/ /p/ in the word tap or /f/ / uː/ /d/ in the word food. Among the ways of teaching him, a task on discrimination of rhymes and identifying sounds and their sources is possible.
Phonics
The Phonics component implies the ability to determine the relationship between sounds and letters (Gillon, 2017). This helps to distinguish words from each other and read them correctly, for example /f/ / uː/ /d/ (food) and /f/ /ʊ/ /t/ (foot) or m/mmm/a/aaa/ t/t/ = mat. Learning strategies to improve this aspect can be done by focusing on reading vowels or using cvc words.
Vocabulary
This aspect implies knowledge of words and their meanings, which helps to conduct more productive reading. For example, the knowledge that the poultry in the cage is a parrot, or that the place where they sleep is a bedroom. Strategies in this case can be the creation of dictionaries by students or the comparison of words and their meanings.
Fluency
This is a component of the reading process that is responsible for the skill to read effortlessly. For example, when reading the text, students do not suffer any problems in the process. Learning approaches may include reading with different font and text sizes or practice with repeated reading over a certain time.
Comprehension
This component implies an understanding of the information read by the student. An example would be the ability to identify the main idea of the text which students read. Learning strategies involve asking questions and asking to summarize the text.
Reflection of the Understanding of the Components of the Reading Process
The reading process is a valuable guide to the world of information that a child will encounter in the future. Therefore, educators should make efforts to teach students these skills in the most effective and efficient way. The reading process includes six main components: oral language, phonological awareness, phonics, vocabulary, fluency, and comprehension. Knowledge of their fundamentals and strategies that help teach them to children is of critical importance for teachers.
I can say that I have an understanding of the listed components of the process of reading and perceiving information. I believe that they are valuable because they help not only to improve the reading of textual information but also to teach how to distinguish the primary meaning in it. Moreover, this aspect helps to develop critical thinking in children, as they acquire the skill to evaluate the information provided. Such a component as oral language contributes to the ability of children to convey thoughts through speaking and listening (Nguyen et al., 2020). The importance of phonological awareness and phonics consists in differentiating the sounds in words. The transition of the meaning of the information read intensely depends. Research showed that “the correlation found between phonological awareness and reading comprehension of sentences and texts shows not only the importance of metaphonological skills for a proficient reading, but also for a comprehensive one” (Cárnio et al., 2017, p. 590). Moreover, vocabulary, fluency, and comprehension assist in improving the reading process to understand the central message of the text. Therefore, educators need to know the basic strategies and approaches for teaching children the components of the reading process.
References
Cárnio, M. S., Vosgrau, J. S., & Soares, A. J. C. (2017). The role of phonological awareness in reading comprehension. Revista CEFAC, 19, 590-600. Web.
Gillon, G. T. (2017). Phonological awareness: From research to practice. Guilford Publications.
Nguyen, T. Q., Pickren, S. E., Saha, N. M., & Cutting, L. E. (2020). Executive functions and components of oral reading fluency through the lens of text complexity. Reading and Writing, 33(4), 1037-1073. Web.