Considering Literacy Learning: Thinking About Texts, Fluency, Vocabulary, and Comprehension

Session Type: Symposium

Abstract

This session will consider ways in which multiple aspects of the literacy curriculum contribute to successful reading development, especially for students who need additional support. While decoding and phonemic awareness are critical components of skilled reading, considering the role of texts, fluency, vocabulary, and comprehension in reciprocity with the mechanics of word recognition leads to greater gains for all learners. This session will consider how various components of literacy learning work together to better ensure students become successful readers. We argue that students can maximize their academic achievement when educators think about reading in an interactive manner (Authors, 2023).

Sub Unit

• SIG-Research in Reading and Literacy

Chair

• Melanie R. Kuhn, Purdue University

Papers

• Considering Decodable Texts: Examining Current Evidence and Exploring an Alternative Research Perspective - Elfrieda H. Hiebert, TextProject

• Considering Vocabulary: How the Science of Reading Instruction Can Improve Student Learning - Susan J Chambre, Kean University

• Considering Building First-Grade Students’ Social Studies Vocabulary Knowledge Through Contextually Responsive Content-Literacy Integration - Courtney Hattan, University of North Carolina - Chapel Hill

• Considering Reading Fluency: Scaffolding Struggling Readers With Social Studies Texts - Melanie R. Kuhn, Purdue University; Grace Pigozzi, Purdue University - Northwest

• Considering Dialogic Learning: The Contribution of Discussion, Argument, and Debate to Comprehension - Katherine D. Stahl, New York University