The Five Pillars of Reading

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Addressing The Five Pillars Of Reading Instruction Education Essay This paper explores language acquisition using the five pillars of reading instruction identified by the National Reading Panel during the Bush administration. Through published articles, varying levels of instruction, importance and influence of each pillar are addressed. Research-based approaches and methods are discussed as they relate to struggling readers and English Language Learners (ELL) for language acquisition. Functional uses of these approaches in the classroom are discussed. Language Acquisition: Addressing the Five Pillars of Reading Instruction Each year for the past 13 years, many members of the reading community have been surveyed by Reading Today for relevance of current reading topics in reading instruction; this year was no different. Literacy leaders in the International Reading Association (IRA) evaluated different aspects of reading instruction for their importance, influence and effectiveness in language acquisition. It was no surprise that three of the five pillars of reading instruction were identified as “hot” topics. Almost a decade ago, the Bush administration identified five important characteristics of reading instruction. They are comprehension, vocabulary, fluency, phonics and phonemic awareness. These characteristics, though not equal in importance, each play a key role in language acquisition. As research of these characteristics began to surface, literacy leaders began to evaluate their importance through an annual survey. Once again, comprehension, vocabulary and fluency were identified as key characteristics for effective language acquisition through direct reading instruction while phonics and phonemic awareness fell to the background (Cassidy, & Cassidy, 2009). Explicit instruction in comprehension was identified as still “hot” by almost 50% of survey

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