Rising Readers’ instruction is based on the science of reading and the Orton-Gillingham approach. The science of reading encompasses multiple studies that explain how students learn to read and identify the most effective methods for teaching reading. Additionally, we employ an explicit, systematic, and multisensory approach to phonics and spelling. Finally, Rising Readers‘ instruction is based on Scarborough’s Reading Rope and the finidings of the National Reading Panel’s (NRP) five components of reading (see diagram below).
Phonemic Awareness is the ability to hear and manipulate the individual sounds within words.
Phonics instruction teaches students to use the relationship between letters and sounds to translate printed text into pronunciation.
Fluency is the ability to read text aloud with accuracy, speed, and proper expression. Fluency has a positive impact on children’s decoding, word recognition, silent-reading comprehension, and overall reading achievement.
Vocabulary is teaching students the meaning of words by way of context clues, word meanings, and word parts.
Comprehension is the culminating outcome to the above components. It is the act of understanding and interpreting the information within a text.
Family Literacy Development (FLD) is paramount to the success of all children. It helps families learn tips for building background knowledge, promotes a love of reading, and builds a bridge between home and school. Rising Readers’ FLD includes:
