Predictors of Reading Success

(Early Literacy Skills)

US National Institute of Family Literacy. (2008). “Developing Early Literacy: Report of the National Early Literacy Panel: A Scientific Synthesis of Early Literacy Development and its Implications for Intervention”.

Strongly Correlated
Moderately Correlated

Alphabetic knowledge

Phonological awareness

Phonemic awareness

Rapid Automatic Naming of letters and digits

Rapid Automatic Naming of objects and colours

Writing, or writing one's own name

Concepts about print: knowledge about print. For example, from left to right, front- back and concepts (book, cover, author, text).

Print knowledge: a combination of elements of alphabetic knowledge, concepts about print and early decoding.

Reading readiness: usually a combination of alphabetic knowledge, concepts of print, vocabulary, memory, and phonological awareness.

Oral language: the ability to produce or comprehend spoken language, including vocabulary or grammar.

Visual processing: the ability to match or discriminate visually presented symbols.

 

Essential Elements of an Effective School-wide Reading Programme

US National Institute of Child Health and Human Development. (2000). “Report of the National Reading Panel: Teaching Children to Read: An evidence -based assessment of the scientific research literature and its implications for reading instruction”. (NIH Publication No. 00-4769). Washington DC: US Government Printing House.

  • Phonemic awareness
  • Phonics
  • Reading fluency1
  • Vocabulary development2
  • Reading comprehension3: (Core reading strategies identified through research)

Finding the Main Idea

Understanding Sequence

Comparing and Contrasting

Finding Word Meaning in Context

Identifying Author's Purpose

Interpreting Figurative Language

Recalling Facts and Details

Recognising Cause and Effect

Making Predictions

Drawing Conclusions and Making Inferences

Distinguishing Between Fact and Opinion4

Summarising

 

  1. Key focus for MS and HS. To comprehend well, all students must achieve adequate oral reading fluency.
  2. Key focus for MS and HS. Reading comprehension depends heavily on the knowledge of individual word's meaning in text. This can be learned implicitly (through contextual clues), or by explicit teaching of vocabulary.
  3. Key focus for MS and HS. Requires comprehension skills and strategies, background knowledge and verbal reasoning. All are employed by good readers.
  4. A key focus for HS students. HS students must be able to assess the validity, reliability and dependability of multiple sources.
Last updated on Friday, 23 April 2010 03:47PM

OFS Reading Policy
Predictors of Reading Success