Page 12 - Reading

With practice, students begin to store an increasing number of words in memory (Rose 2006).
These words are recognised as whole words (or sight words). This is essential for reading
fluency which supports reading comprehension.
Key features of effective letter–sound instruction:
• letter–sound relationships are taught in an incremental and systematic sequence
(Rose 2006) with frequent monitoring of students’ progress
• letter–sound instruction is programmed in short, discrete sessions and delivered at
a brisk pace (Rose 2006)
• students are provided with frequent opportunities to apply their letter–sound knowledge
in authentic, interesting, language-rich reading and writing experiences including using
information and communication technologies (National Inquiry 2005; Rose 2006).
12
Support Materials for Students with Special Education Needs
English K–6
Reading
IMPLEMENTATION