LD Online recently published the nine components of effective, research–supported reading instruction.  Most researchers are now of the opinion that if reading instruction includes these nine components, 100% of children can learn to read especially if you take advantage of key “windows of opportunity” for ages 4 – 7.

1. Phonemic Awareness, Letter-Sound Knowledge, and Concepts of Print
These concepts are more important than listening comprehension, general intelligence or just about any other skill for learning to read and spell. These foundational skills form the basis for learning an alphabetic writing system such as English. LD Online recommends explicit instruction in sound identification, matching, segmentation, and blending, linked appropriately to sound-symbol association to improve reading and spelling skill acquisition. 

2. The Alphabetic Code: Word Attack and Decoding
Accurate and fluent word recognition cannot depend on context alone.  Good readers know how to break down unknown words, decode them, name them and then attach meaning to them.  The context helps the reader acquire meaning AFTER a word has been deciphered. 

3. Fluent, Automatic Reading of Text
Once word attack and decoding skills are in place, children must be able to apply these skills to fluent, automatic reading of text.  Some children may be excellent at decoding and still struggle with fluent reading of text.

4. Vocabulary
A child can only go so far in understanding and appreciating the context of what they are reading without an adequate knowledge of word meanings. Children are expected to acquire thousands of new vocabulary words per year through reading and instruction. Recent cognitive research supports the conclusion that vocabulary is linked with the processing of word meanings, connections among word concepts, and may even help children develop skills related to reasoning and concept development. Many say that a rich vocabulary underlies 90% of intelligence. 

5. Text Comprehension
Reading skills build upon one another like bricks in a pyramid.  While comprehension remains the primary goal of reading, it is nearly impossible to comprehend text until the previous skills are firmly in place. Comprehension development can and should start as early as first grade by helping students to actively make connections between what they are reading and the world that they know.   

9. Written Expression
One of the common questions I receive from parents is “My child can read, but why can’t he write?”  LD Online states: “Reading and writing are two sides of the same coin. Both depend on fluent understanding and use of language at many levels. Each enhances the other. From first grade onward, children benefit from almost daily opportunities to organize, transcribe, and edit their thoughts in writing.” Writing is one of the most complex skills and needs to be done in a variety of forms and styles from first grade onward to help consolidate comprehension, reading, and vocabulary skills.  

7. Spelling and Handwriting
The second most frequent question I have been asked over the years? “Why can my daughter receive a 100% on her spelling test, but when it comes to writing a paragraph, I can’t understand a word she writes because of her spelling.”  The latest research supports the premise that writing composition and spelling tests are actually two related, yet distinct cognitive functions. Word production in written compositions is often a better indicator of spelling ability than spelling tests. Furthermore, “written composition is enhanced by mastery of the component skills of spelling and writing just as reading comprehension is supported by mastery of fluent word recognition.” The ability to produce accurate letters and spell correctly is associated with the production of longer and better-organized compositions. According to LD Online, students learn spelling and handwriting more readily if those skills are taught explicitly from first grade onward and if they are applied in the context of frequent, purposeful writing assignments. 

8. Screening and Continuous Assessment to Inform Instruction
Measurement and assessment helps to target weak skills and plan instruction and is a reliable way of preventing children from falling behind.  One message that is reiterated over and over again in research is that children struggling in third grade were struggling right from the start with phonologically-based reading skills and that instruction that targets the specific weaknesses most likely to cause reading difficulty often prevents later reading failure.   

9. Motivating Children to Read and Developing Their Literacy Horizons
There is probably nothing more beneficial that a successful teacher of beginning reading could do than generate enthusiasm and appreciation for reading. Research reviews have repeatedly stated that children who are read to often, who are led to enjoy books, and who are encouraged to read widely are more likely to become good readers than those children who lack these experiences. 

I am often asked how to reduce the incidence of reading and writing difficulties among children. Because reading and writing skills are complex and consist of hundreds of sub-skills, I suggest start early and start right. Parents, educators and administrators can do nothing more important than that. If you do that, it may turn out that teaching the elephant to read is a lot easier than asking him to leave the room.