Think It Over

Reading is not a natural part of human development.

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Tags

CCSS.RF.1.3F

CCSS.RF.1.4B

CCSS.RF.2.3B

CCSS.RF.2.3C

CCSS.RF.3.3A

Reading is not important in all academic areas.

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Tags

CCSS.RF.1.3B

CCSS.RF.2.3D

CCSS.RF.2.4C

CCSS.RF.3.3C

CCSS.RF.5.4A

Reading is hierarchical.

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Tags

CCSS.RF.1.3A

CCSS.RF.1.3D

CCSS.RF.1.3F

CCSS.RF.1.4A

CCSS.RL.6.10

There are prerequisite domains /skills before a child can read fluently and read with comprehension.

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Tags

CCSS.RF.2.3E

CCSS.RF.2.4C

CCSS.RF.5.4C

CCSS.RI.6.10

CCSS.RL.6.10

Early exposure to sounds and letters is critical.

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Tags

CCSS.RF.1.2A

CCSS.RF.2.3A

CCSS.RF.4.3A

CCSS.RF.K.1D

CCSS.RF.K.2A

The fastest way to read a word is by decoding.

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Tags

CCSS.RF.1.3B

CCSS.RF.1.3C

CCSS.RF.1.3E

CCSS.RF.2.4C

CCSS.RF.3.3C

Reading without fluency, comprehension 

is impaired. 

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Reading comprehension and oral language

comprehension are not highly related.

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Tags

CCSS.RF.1.3A

CCSS.RF.1.4B

CCSS.RF.2.3A

CCSS.RF.2.3E

CCSS.RF.5.4A

Decoding of harder words is necessary for words we don’t  automatically recognize. 

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Tags

CCSS.RF.1.3B

CCSS.RF.2.3A

CCSS.RF.2.3E

CCSS.RF.4.4A

CCSS.RF.4.4B

Comprehension can develop as word competency increases.

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Tags

CCSS.RF.1.4A

CCSS.RF.1.4C

CCSS.RF.2.3F

CCSS.RF.4.4B

CCSS.RF.5.3A