Page 7 - iRead EL in Research Paper

Explicit and Systematic
Foundational
Literacy Instruction
Research has shown that explicit and systematic early literacy instruction—in which phonemic awareness, the alphabet, phonics, sight words, syllabication, morphology and syntax, uency, and spelling are taught in the context of meaningful text—results in improved reading abilities for beginning readers.
The Common Core State Standards (CCSS) for English language arts and literacy call for all students in Grades K–2 to develop basic print concepts, phonological awareness skills, phonics and word recognition skills, and the ability to read on-level texts “with su cient accuracy and uency to support comprehension” (NGA, CCSSO, 2010, p. 15).1 The CCSS stress that:
These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an e ective, comprehensive reading program designed to develop pro cient readers with the capacity to comprehend texts across a range of types and disciplines (p. 15).
Literacy experts strongly recommend that beginning readers receive explicit and systematic instruction in foundational skills, including phonemic awareness, alphabet, phonics, the sight words, syllabication, morphology, uency, and spelling elements—and that these skills be combined with frequent engagement with level-appropriate text (Adams, 1990; National Early Literacy Panel [NELP], 2008; National Reading Panel [NRP], 2000; National Research Council [NRC], 1998).
1This goal is not exclusive to the CCSS and is also recognized in other rigorous standards of states not adopting the CCSS.
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