Research-Based Reading Strategies for Teachers

An error occurred trying to load this video.

Try refreshing the page, or contact customer support.

Coming up next: Linguistics: Language Development in Children

You're on a roll. Keep up the good work!

Take Quiz Watch Next Lesson
Your next lesson will play in 10 seconds
  • 0:04 Components of Reading…
  • 0:22 Sounding It Out
  • 1:21 Understanding Text
  • 2:21 Producing Text
  • 3:04 Continuous Improvement
  • 3:33 Lesson Summary
Save Save Save

Want to watch this again later?

Log in or sign up to add this lesson to a Custom Course.

Log in or Sign up

Speed Speed
Lesson Transcript
Instructor: Kerry Gray

Kerry has been a teacher and an administrator for more than twenty years. She has a Master of Education degree.

Learning to read is a complex process that balances multiple components, including: phonemic awareness, phonics, fluency, vocabulary, comprehension, writing, spelling, assessment, and engagement.

Components of Reading Instruction

What does research tell us about the quickest, easiest way to teach students to read? Over years of reading research, what we have learned is that the process of learning to read involves the synthesis of several different elements. In this lesson, we will learn more about the nine components of effective reading instruction.

Sounding It Out

The first components of learning to read that we will discuss relate to bringing meaning to the words on the page through both phonemic awareness and phonics. What is the difference between these two concepts?

Phonemic awareness relates to the understanding of the individual sounds that come together to create words. Phonemic awareness is not related to the alphabetic symbols, but rather the ability to hear, segment, blend, and manipulate sounds in oral language. For example, in the word 'cat,' students can hear three distinct phonemes. /c/-/a/-/t/

Phonics relates to the associations between phonemes and the letters that represent them. Using phonetic principles, students must be able to decode words and name them before they can connect words to meaning. For example, if students know that the letter 'c' makes the /c/, 'a' makes the /a/, and 't' makes the /t/, they are able to put these three letters together to decode the word 'cat.'

Understanding Text

However, understanding sounds and letters is not enough to make students good readers. Students must also be able to understand the words, phrases, and sentences they have deciphered. Fluency relates to the automaticity of reading. When students spend too much time decoding individual words or if a student reads too slowly, their poor fluency interferes with the ability to understand what they have read.

To unlock this lesson you must be a Member.
Create your account

Register to view this lesson

Are you a student or a teacher?

Unlock Your Education

See for yourself why 30 million people use

Become a member and start learning now.
Become a Member  Back
What teachers are saying about
Try it risk-free for 30 days

Earning College Credit

Did you know… We have over 200 college courses that prepare you to earn credit by exam that is accepted by over 1,500 colleges and universities. You can test out of the first two years of college and save thousands off your degree. Anyone can earn credit-by-exam regardless of age or education level.

To learn more, visit our Earning Credit Page

Transferring credit to the school of your choice

Not sure what college you want to attend yet? has thousands of articles about every imaginable degree, area of study and career path that can help you find the school that's right for you.

Create an account to start this course today
Try it risk-free for 30 days!
Create an account