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The goal of reading instruction is to enable students to become self-directed, self-motivated readers who can access and gain meaning from a wide range of written materials. While the depth of your students' language base as well as the skills and strategies they employ for reading comprehension are foundational to gaining meaning from written text, so too is the ability to read fluently. This module continues to address the instructional methods that have been shown to improve the word recognition and fluency skills of individuals with learning disabilities. The first lesson addresses teaching letter and word patterns as well as sequencing instruction and selecting examples for practice in reading words. The second lesson addresses the development of the necessary skills as well as effective and efficient strategies for conquering multisyllabic words. The third lesson discusses reading fluency and methods for providing practice opportunities as well as monitoring student progress. The fourth lesson addresses the question of how to bring about changes in small- and large-scale reading programs. These lessons lay out a skeletal framework from which educators can work to make immediate changes in their reading programs and their instructional methods. Reading instruction does not begin nor end with reading fluency.
Subsequent modules in this series address reading comprehension - from the foundational knowledge required of teachers to the specific research-based skills and strategies that help individuals with reading disabilities to become stronger in reading comprehension. These modules emphasize the importance of integrating the four modes of communication - listening, speaking, reading, and writing - across the curriculum and providing a variety of activities in which they can be applied for both academic and personal use.
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