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COMPONENTS OF LITERACY
1
Components of Literacy: Phonics and Word Recognition, Fluency, and
Vocabulary
Tammy Baysden
School of Education, Liberty University
Author Note
Tammy Baysden
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Tammy Baysden.
Email:
tbaysden@liberty.edu
COMPONENTS OF LITERACY
2
Components of Literacy
Phonics and Word Recognition
In their book "All Children Read: Teaching for Literacy in Today’s Diverse Classrooms,”
Temple et al. (2018) delve into phonics, which is the relationship between graphemes and
phonemes; letters or groups of characters and their respective sounds. The authors claim that
word knowledge includes not only the phonics but also the understanding of functions and
meaning of written words in general.
Chapter 5 discusses key skills needed to understand words and how teachers can teach
word knowledge. The authors mention the logographic phase, a period when children are not
able to phonetically decode unknown words (Temple et al., 2018, p. 97). In this phase, the
recommended method is whole-part-whole teaching, recognizing words in context to derive
meaning before tackling them individually through activities such as reading in context or using
the Language Experience Approach (Temple et al., 2018, p. 98).
The chapter also focuses on the alphabetic stage where children identify decomposition
of words into phonemes and the correspondence between letters to phonemes (Temple et al.,
2018, p. 100). Some strategies include shared writing soundboards, word walls, word wall
chants, picture sorts, plastic letters, push it say it, making and breaking words, and guided
reading (Temple et al., 2018 p. 101-103).
The orthographic phase or chunking investigates onsets and rimes comprehension,
whereby rimes are termed phonogram patterns. Oral recognition of onsets and rimes is the
general case, but written representations are used for phonogram patterns. This phase reinforcing
activities include word sorts, group word sorts, speed sorts, onsets and rimes for word study, two
syllable word sorting, word wheels, word hunts, and flip cards (Temple et al., 2018).
COMPONENTS OF LITERACY
3
The morphological phase focuses on reading meaningful words or morphemes. In this
stage, skills involve compound words, inflectional morphemes, and derivational morphemes like
prefixes and suffixes (Temple et al., 2018 p. 108-109). Such approaches as structural analysis,
using affixes to determine the meaning of a whole word are encouraged. In addition, word
journals are also recommended to improve skills in the morphological stage.
Finally, the derivational phase (word histories and families) allows children to understand
how words emerged from older sources linking word recognition with vocabulary knowledge
(Temple et al., 2018, p. 110). There are the practices such as discovering words with parts from
ancient sources, using structural analysis with Latin and Greek elements, and writing word
reports that are highlighted to develop skills in this period (Temple et al., 2018, p. 110-112).
Ms. Glass, a reading specialist, describes some useful practices in the provided video clip
“How to teach Sight Words” (2011) that can raise the efficiency of students’ reading of sight
words. According to Glass (2011) sight words are words found in written language that do not
follow the phonics rules, making it interesting for young learners. Highlighting the importance of
repetitive reading and independent spelling, Glass (2011) points out that mastering sight words
requires regular practice and daily revision. Glass (2011) notes the need for conversations
regarding sight words with students. She used the example "said." The sounds at the beginning
and ending follow the phonics rule but the "ai" combination does not.
It is recommended that the words are introduced in isolation with students sky-writing
them to improve muscle memory while Glass (2011) suggests, as the students become
progressively familiar, they pass through different stages such as the tracing stage, independent
writing, miscues in reading in isolation and within text, circle of words with meaning, word wall
words, and a ring of words. This systemic approach, based on redundancy and repetitions of
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COMPONENTS OF LITERACY
4
sight word memory, not only improves the ability to remember sight words but also provides a
sense of confidence for students when they encounter any sight words while working with their
reading material. Of its impact of Glass’s insights is to provide a scaffolded approach of sight
word instruction which students master step by step and become firmer in their understanding of
these elements among literacy members.
The following are three online sources that can be cited for instructional strategies related to
phonics and word recognition.
1.
One great educational resource is the ReadWriteThink website. This site provides
valuable interactive tools and resources to make literacy instruction even better.
Distinctively, the unique feature of the online Word Family Sort tool enables the students
to play interesting digital games which involve word patterns and phonics rules. I, as a
teacher, would effortlessly incorporate this tool into small group activities and create a
collaborative environment for the learners. With the help of the word family sort tool, the
students not only can solidify their knowledge on phonics concepts but also experience
the process of learning as an engaging and fun-filled activity. This practice conforms to
NCTE (2024) recommendations for the implementation of sound practices of phonics
teaching and the use of modern pedagogical practices
.
2.
PBS LearningMedia website is an inclusive medium with a variety of multimedia content
making the life of educators easy. Notable among the tools of this resource is the “Word
Maker” tool that students can use to create and change words, which in turn gives them
an interactive and dynamic way of reinforcing phonic knowledge. In the context of a
practical implementation, as an educator, I would place the “Word Maker” tool into a
blended learning station. This approach permits students to work alone or with a peer,
COMPONENTS OF LITERACY
5
interacting with phonics idea in an individual or collaborative way. Using this digital tool,
students simultaneously improve their phonics skills and enjoy the flexibility and
interactivity associated with individualized learning stations, closer to contemporary
learning styles (PBS LearningMedia, 2019).
3.
Starfall, prominent for teaching early literacy, is a dynamic site that has games and
activities including ABC section which encourage phonics. As a teacher, I would
intentionally introduce Starfall into my teaching practices as an extra resource for
students to practice by themselves. Using the interactive and fun learning environment on
Starfall, students can practice phonics skills independently at their own pace. Besides
providing valuable practice, the fun phonics games on the platform contribute to an
enjoyable and engaging learning process. The use of Starfall as independent practice is
inline with a modern approach to education as it enables students to use technology to
engage in practice of phonics and make practice enjoyable (Starfall, 2002).
The chapter, video, and explored sites resonate with my own personal philosophy of
literacy in that the insights suggest a balanced and systematic approach to teaching literacy. My
philosophy of promoting a deepened understanding of phonics correlates with the focus of
learning word decoding and encoding strategies are represented in these sources. The emphasis
on the importance of teaching phonics in the process of acquiring literacy strengthens my belief
that a good understanding of the principles of phonics is vital in helping create readers and
writers with proficiency.
In the aspect of digital literacy and technology integration, my view is enhanced by the
recognition that engaging and interactive platforms are crucial for developing phonics and word
recognition. ReadWriteThink, PBS LearningMedia, and Starfall represent the possibilities
COMPONENTS OF LITERACY
6
available through technology to create individual and interactive learning environments. The
identification of the fact that digital materials can address differentiated needs and offer
individualized feedback aligns with my creed that technology should be utilized to assist with the
unique needs that occur in 21st-century learning environments.
My enhanced insight confirms the importance of phonics in achieving literacy and,
further, my belief that the devices should serve an exact purpose of addressing current needs of
modern learners. Thus, as I strive to become a more effective teacher, I find myself inspired to
adopt these digital tools not only to enhance phonics teaching but also to provide a beneficial,
individualized, and enjoyable knowledge environment for my students that will promote a love
of literacy in the digital era.
Fluency
In their chapter on Fluency, Temple et al. (2018) emphasize that fluency is the most
important aspect in the process of developing literacy skills. According to the chapter, fluency
goes beyond just the speed of reading and includes oral reading of words, speed reading, and
correct pronunciation. The authors point out that what defines fluency is not just reading fast, but
also having clear comprehension of ideas as well as an understanding of delivery cues. As
outlined, fluency is a complex competence that requires a holistic approach (Temple et al., 2018).
The chapter outlines different strategies for becoming fluent, drawing attention to
numerous readings, modeled readings by teachers, and active activities, which allow students to
read diverse texts. The other implication that arises from the dynamic nature of fluency
instruction is that it reaches beyond mechanical reading to stimulate content comprehension,
guiding thoughtful reading and writing (Temple et al., 2018).
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COMPONENTS OF LITERACY
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Notably, creating the reading environment that will stimulate spontaneous self-expression
and active participation is actually at the center of the chapter’s message (Temple et al., 2018).
This ambiance is considered essential in stimulating the students’ fluency, developing not only
the technicalities of reading but also the art of being able to express ideas.
In addition, the chapter reveals the essence of fluency assessment providing an insight
into multiple approaches for fluency assessment (Temple et al., 2018). Understanding the
different ways in which fluency can be measured, Temple et al. (2018) call for a holistic
evaluation that takes into account both pace and comprehension, matching a complex definition
of fluency as more than just a superficial reading ability.
Overall, the chapter by Temple et al. (2018) on fluency aims to provide a holistic view of
literacy development representing fluency as the specific ability that involves both mechanical
aspects and the content understanding. The focus on developing a facilitative reading
environment and exploring various forms of evaluation also represents a full-scale method of
promoting fluency in the students, improving their general literacy competence (Temple et al.,
2018).
McCleery’s (2017) YouTube video “Why Fluency is a Foundational Skill with Dr. Jan
Hasbrouck” is an excellent resource that presents insights into constructing reading fluency for
early readers. The need for appropriate and effective methods as emphasized by Dr. Hasbrouck,
to develop procedures that are not only quick, but also effective in boosting reading fluency, is at
the forfront of fluency in education. The video highlights the crucial role of modeling fluent
reading; the importance of advocating for multiple readings; and the need to implement activities
that actively contribute to the development of oral reading skills (McCleery, 2017).
COMPONENTS OF LITERACY
8
An important element in the video is the creation of a conducive environment that is
favorable for reading. By providing a general overview of the necessary components for
fostering fluency skill, Dr. Hasbrouck not only enriches youngster’s speaking skill but provides
practical tips for teachers to help the students in reading aloud with expression and confidence.
These encompass the idea concerning the form in which the designed activities should be
administered and how to encourage readers to re-read in order to become fluent (McCleery,
2017).
Through this presentation of strategies, the video makes a contribution to a wider
framework that fluency should be viewed as a foundational skill. It not only show the theoretical
issues of fluency, but it has achieved the steps and practical guidelines for the educators to
undertake in their classes. The advice of Dr. Jan Hasbrouck supports current pedagogical views
considering the application of both modeling as well as interactive activities in the process of the
expansion of the reading fluency in students belonging to early grades (McCleery, 2017).
Websites with Instructional Strategies:
●
When compared to other fluency resources, Reading Rockets appears to be a robust
source of fluency-related skills for readers to obtain a more effective reading fluency
experience. The website offers entertaining exercises, such as echo reading and reader’s
theater. These activities have great potential to be implemented in small group
instruction. In this learning environment, the learners can try to read expressively,
participate in echo reading, and engage in collaborative readers’ theater. This method not
only creates an environment where students can gradually build up their fluent output, but
also suggest that the learning process is fun. Through the inclusion of small group
collaborative activities and techniques which focus on expression, the fluency instruction
COMPONENTS OF LITERACY
9
of Reading Rockets becomes an interactive practice which agrees with current pedagogy
(WETA, 2001).
●
By providing interactive tools, ReadWriteThink plays a vital role in the development of
fluency skills. Such tools provide students with an opportunity to read naturally, setting a
pace appropriate for their reading abilities. As an educator, I would effortlessly use
ReadWriteThink in task centers to implement individualized learning. With a
technological tool, students can work on fluency independently, monitor their progress,
and develop their oral reading skills. This method not only makes students accountable
for their own learning but also this teaching practice meets the needs of modern teachers
who use technology to identify personal development. Adopting the technique to
implement ReadWriteThink into task centers becomes one of the methods in using
interactive tools to develop fluency in flexible and self-directed learning environments
(NCTE, 2024).
●
PBS Kids, which has various sub-categories such as ‘Reading Games’ includes several
activities that aim to help in fluency development. Importantly, games like ‘ Read with
Arthur’ allow children to partake in repeated readings while practicing reading fluency in
a playful setting. In a teaching environment, I would introduce and integrate these
interactive games into a literacy center. This literacy center would act as an interactive
space where learners would have fun while carrying out their fluency skills. The
fluency-based games in PBS Kids become an integral part of this engaging and
interactive environment which conforms to the modern educational paradigm that sees
enjoyable game-based learning as critical for literacy development (
PBS LearningMedia
,
2019).
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COMPONENTS OF LITERACY
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Reflection:
The combination of the information provided in the chapter, websites and video about
fluency is perfectly in-line with my understanding of literacy which entails reading as a
multidimensional act. Fluency is not just about the speed a child can read a text, but the
understanding they achieve from that text, and the expression and active engagement they
encounter within the subject matter detailed in the text. The approaches provided throughout the
resources help to promote the need to create an environment that encourages reading. As
educators we must not just perceive reading as a skill but a fun way to explore the world around
us.
In relation to the cross-section between digital literacy or technology for fluency
development, resources such as developing a Fluency Flip Book and interactive games via
various websites, including PBS Kids, emerge as effective ways of inspiring young children. The
integration of technology enables the students to assess themselves promptly. Offering the
educator opportunities to personalize and enhance lessons and address individual learning
opportunities for each learner, as well as adjust preferences of each learner by using hands-on
and interactive resources for teaching fluency.
As seen in the materials, fluency may be a complex skill consisting of several
components of comprehension and articulation. The development of technology makes the
chances of more productive and active lessons to develop fluency higher. Digital sources
available for teachers can be successfully used to personalize teaching fluency development,
which can be an efficient and exciting process for students with different preferences and
academic needs.
COMPONENTS OF LITERACY
11
Vocabulary
Chapter Summary:
In chapter 7 of All Children Read: Teaching for Literacy in Today’s Diverse
Classrooms,the authors state that knowing how to use words is also critical for reading.
Vocabulary is referred to as “word knowledge” by Temple et al. (2018, p. 133). Knowledge of
vocabulary is not just about knowing several words and their meaning, but realizing that there
are words that have almost the same meaning, these are called synonym. Synonyms aid in
conveying a meaning. There are also polysemous words in the English language, these are words
with more than one meaning. Homophones are also a part of learning vocabulary. These are
words that sound alike and at times are spelled the same, however they can have different
meanings, origin, and sometimes spelling. For instance, the term fair may also be applied to a
fair-skinned person, or someone with a good complexion (Temple et al., 2018), or a family could
take a trip to the county fair.
The chapter further talks about various types of vocabulary that children master and
apply. Children learn vocabulary knowledge that shows incremental growth and they acquire
new words and their meaning every day (Temple et al., 2018). There are also receptive and
expressive vocabulary, where children learn throughout their development. Receptive vocabulary
refers to words that students can identify and understand when they see or hear it. While
expressive vocabulary is words that children can use themselves (Temple et al., 2018). There are
numerous methods in which teachers can help students develop their vocabulary.
Educators can improve vocabulary with specific teaching and learning strategies (Temple
et al., 2018). This could be connected to a story, a science experiment, a social studies project, or
a mathematics word problem. Vocabulary can also be improved by reading aloud in class,
COMPONENTS OF LITERACY
12
because children develop their vocabulary best when they read (Temple et al., 2018). Literature
can also be used to promote the development of students' vocabulary when they are faced with a
new form of writing and language (Temple et al., 2018). Word knowledge can also be increased
through informational texts. These are texts that provide information on various topics.
There are various teaching methods that can occur to promote word knowledge of
children. Some methods may include using context clue, synonym or appositive, definition,
comparison or antonym, broad background information, illustrations, word web, vocabulary
detective bookmarks, definition concept map, nonlinguistic conceptual representations, concept
ladders, The Frayer Model, and online resources (Temple et al., 2018).
YouTube Video Summary:
The YouTube video on Explicit Vocabulary Teaching Strategies is a great source on how
to teach vocabulary effectively. The featured educator gives a detailed insight into various
strategies, which go beyond rote memorization and bring genuine contexts to the acquisition of
vocabulary. Among the most critical aspects highlighted are the visual aids and student-friendly
definitions that were intended to improve understanding and rememberability.
The educator also emphasizes active engagement as one of the bases for effective
vocabulary teaching. By applying diverse elements taken from dynamic activities such as word
games and discussions, the video encourages an active method of teaching that not only provides
knowledge but also makes it possible for students to remember their lessons.
One interesting feature of the video is the focus on the meaningfulness of contexts for
vocabulary. The educator understands that deeper understanding and retention of vocabulary
occurs only if new words can be linked with their prior knowledge and experiences. This method
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COMPONENTS OF LITERACY
13
is consistent with modern approaches to pedagogy by stating that a contextual and interactive
method of vocabulary teaching is more likely to provide long-lasting gains.
In conclusion, the “Explicit Vocabulary Teaching Strategies” video offers a wide range of
strategies that can be implemented by teachers to improve their vocabulary teaching. With its
focus on targeted contexts, graphics, and active engagement, the video becomes a handy
reference for building an engaging and successful learning climate in the space of developing
vocabulary.
Websites with Instructional Strategies:
1.
Vocabulary.com provides interactive activities and a personalized experience to students
by being one of the strongest vocabulary development platforms. For instance, the ‘Word
Lists’ feature allows teachers to customize their vocabulary lists according to lessons or
curriculum goals they have. In my classroom, I would seamlessly implement this tool in
my lessons or small-group centers, by carefully crafting relevant word lists which would
correspond with the current lesson being taught. Having students investigate these lists
and interact with them via Vocabulary.com’s games, quizzes, and adaptive learning tools
would create a more engaging and personalized approach to the instruction of vocabulary.
This approach not only encourages the application of vocabulary within the curriculum
setting, it creates meaningful and interactive engagement with words, creating an
understanding of the vocabulary (IXL, 2008).
2.
Scholastic provides useful tools for promoting vocabulary development. The Story
Starters tool prompt students’ to write stories themselves, helping them to use a wide
range of vocabulary while putting their ideas into theirs stories. This activity encourages
the search and adoption of new words, thereby advancing a more enriched vocabulary.
COMPONENTS OF LITERACY
14
Also, Scholastic offers the game called Word Girl Synonym Toast that is a good way of
helping the students concentrate on the synonyms. When engaged in playful synonym
interrelationships, students get better understanding of word relationships and can use a
more wide-ranging vocabulary in their writing and speech. Introducing these activities
into language arts centers or small group settings and adding them to the daily routine can
make the development of vocabulary entertaining and engaging (Scholastic Inc.,
1945/1970).
3.
One of the valuable tools in the ReadWriteThink platform is the Trading Card Creator
which helps in developing vocabulary. This tool can be used by the students to create
character cards, picking up and using descriptive words reflecting traits and
characteristics. This not only improves students perception of characterization but also
leads to the vocabulary development. Furthermore, NCTE’s collection of classroom
resources, for example, podcasts and webinars, offers teachers professional development.
Investigating these resources gives some information as to successful tactics of teaching
and reinforcing vocabulary in the varying settings, and for the educators these tactics can
empower them to better their vocabulary instruction strategies. If integrated in lessons,
small-group instruction or center rotations, these resources can form a cohesive
framework for vocabulary enhancement within the classroom (NCTE, 2024).
Reflection:
Exploring the components of literacy through the chapter, websites and the video
“Explicit Vocabulary Teaching Strategies” has considerably improved my knowledge of efficient
vocabulary instruction. These resources collectively highlight the fact that contexts that are
COMPONENTS OF LITERACY
15
meaningful for vocabulary acquisition should be created and that the activities should be
interactive and engaging so that connections between words and their use are established.
Integrating this newly acquired knowledge within my approach to literacy, which is based
on the assumption that literacy goes beyond a mere ability to read and write, is effortless. The
focus on meaning making, making use of visual aids as well as active engagement is in line with
my belief that literacy is not a technical skill but a process that involves understanding, effective
communication and interpretation of meaning.
Digital literacy and technology serves to improve vocabulary instruction. The sites and
tools discussed above including Vocabulary.com, ReadWriteThink, and Scholastic all apply
technology to produce interactive and individualized learning. Adaptive learning tools,
interactive games, and creative resources are provided by these platforms to suit various learning
styles and choices. In my practical work as a teacher, I see the integration of digital tools through
the introduction of online vocabulary games, use of word cloud generators for visual
representation, and the provision of virtual collaborations for word meaning and usage
discussion.
Additionally, technology provides instantaneous feedback whereby students can keep
tabs on their progress and receive specialized support. Digital literacy in vocabulary pedagogy
encompasses more than the initial approach, creating a vibrant and personalized learning
atmosphere for the students. The adoption of technology is consistent with my belief that
teaching methods should be adjusted to the changing needs of 21st-century students, creating a
more interactive and customized approach to literacy instruction.
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References
Glass, A., & Howcast. (2011, June 14).
How to Teach Sight Words | Reading Lessons
. YouTube.
https://www.youtube.com/watch?v=PSSbhgpOYDY
IXL Learning. (2008). Vocabulary.com.
https://www.vocabulary.com/
McCleery, A. (2017).
Why Fluency is a Foundational Skill With Dr. Jan Hasbrouck
. YouTube.
https://www.youtube.com/watch?v=2xcK3_Wev9Y
NCTE. (2024).
ReadWriteThink
. NCTE.
http://www.readwritethink.org
PBS LearningMedia
. (2019). PBS & WGBH Educational Foundation.
http://www.pbslearningmedia.org
Scholastic Inc. (1945/1970).
Literacy Programs PreK-12
. Scholastic.
https://education.scholastic.com/educationsolutions/home.html
Starfall
. (2002). Starfall Education.
http://www.starfall.com
Temple, C., Ogle, D., Crawford, A., & Freppon, P. (2018).
All Children Read: Teaching for
Literacy in Today's Diverse Classrooms
. Pearson Education.
WETA. (2001). Reading Rockets.
https://www.readingrockets.org/