Page 9 - System 44 EL in Research Paper

EXPLICIT AND SYSTEMATIC INSTRUCTION IN FOUNDATIONAL READING SKILLS
Struggling readers need explicit, systematic daily instruction and individualized practice in foundational reading skills. Recognizing that foundational reading skills are critical to reading success in the era of rigorous standards, System 44 provides systematic support for the development of the most critical foundational reading skills. Students have frequent opportunities to learn and practice the phonics and phonemic awareness skills that are essential components of language and literacy development.
3Phonemic Awareness
u Difficulties associated with achieving success in reading appear to reflect a persistent deficit in phonemic awareness, as well as overarching phonological skills, through adulthood (Siegel & Ryan, 1989; Snowling et al., 1997; Wilson & Lesaux, 2001; Lipka, Lesaux, & Siegel, 2006). A number of studies have shown that adult illiterates essentially lack awareness of phonemes (Morais, 1991; Adams et al., 1998).
u In some cases, phonemic and greater phonological deficits may not be evident until the third and fourth grades. Without intervention, weak phonics skills are likely to impede reading ability in subsequent years (Lipka, Lesaux, & Siegel et al., 2006).
u In very poor readers the inability to identify phonemes impedes spelling, word recognition, and vocabulary development. Direct instruction on speech-sound identification improves these skills in struggling readers and is necessary for fluent and meaningful reading, regardless of chronological age (Moats, 2001).
u The ability to understand and manipulate phonemes strongly correlates with success in reading through 12th grade (Adams, 1990).
u Phonological awareness is especially important for English language learner readers from different native language backgrounds (Muter & Diethelm, 2001).
RESEARCH & EXPERT OPINION
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