This document discusses early literacy skills including phonemic awareness, decoding, fluency, vocabulary, and comprehension. It defines phonemic awareness as the ability to hear and manipulate sounds in words, which is an essential skill for learning to read. Decoding involves using letter-sound correspondences to recognize words. Fluency is the ability to read words effortlessly. Vocabulary instruction teaches strategies like modeling, synonyms, and definitions. Comprehension involves extracting meaning from text and is influenced by both reader skills and text-based factors.

1. Literature and literacy in Early English
Language Education
Silvia Bautista Martín

2. 
0.Teaching Literacy
1.Phonemic awareness
2.Decoding
3.Fluency
4.Vocabulary
5.Comprenhension
Content page

3. 
0.Teaching literacy

4. 
 Phonemic awareness is the ability to hear and manipulate sounds in words.
 It’s not phonics.
 Is auditory and doesn’t involve words in print.
 It’s essential to learning to read in an alphabetical writing system, because
letters represent sounds or phonemes.
 Critical Phonemic awareness skills students should learn are:
1) Sound isolation, example: The first sound in sun is /ssss/
2) Blending, example: /ssss/ - /uuu/ - /nnn/ is sun
3) Segmenting, example: The sounds in sun are /sss/ - /uuu/ - /nnn/
1.Phonemic awareness

5. 
Alphabetical
Principle
• The ability to associate sounds with letters
and use these sounds to form words
Decoding • The process of using letter-sound
correspondences to recognize words
2.Alphabetic Principle:
Decoding

6. 
Tasks Illustrating Alphabetic Understanding
1. Letter-sound associations: What is the sound of this
letter?
2. Soundblending: Blend the sounds of these letters to make
a word /mmmaaannn/
3. Segmenting: What sounds do you hear in this word?
4. Manipulating letter-sound correspondences in words:
What word would you have if you change the /n/ in /nap/
to /l/
5. Reading pseudowords: what is this word, mip?
6. Word identification: What is this word, map?
2.Alphabetic Principle:
Decoding

7. 
2.Alphabetic Principle:
Decoding
Letter-Sound Correspondence Knowledge
Decoding
Sight-Word Reading
• Identifies de letter when someone produces the corresponding sound.
• Says the most common sound associated with individual letters.
• Blends the sounds of individual letters to read one-syllable, short-
vowel, decodable words (e.g., sun; map).
• Recognizes some words by sight encluding a few common, high-
frequency words (e.g., a the, I my, you, of, is, are).
Skills that
children should
demonstrate at
the end of
Kindergarten

8. 
3.Fluency
Automaticity • The ability to translate letters-to-sounds-
to-words effortlessly.
Fluency • Reading words with no noticeable
cognitive or mental effort

9. 
 Vocabulary is the ability to understand and use
words to acquire and convey meaning.
 Vocabulary instruction is informed by two distinct
literatures:
o Vocabulary Literature
o Storybook Literature
Synonims
4.Vocabulary
Vocabulary Teaching Strategies
Modeling
Synonyms
Definitions

10. 
 Comprenhension is the complex cognitive process involving
the intentional interaction between reader and text to
extract meaning.
5.Comprenhension
Reader based
Factors
• Phonemic awareness
• Alphabetic
Understanding
• Fluency with the
Code
• Vocabulary
knowledge
Text Based Factors
• Narrative v.
Expository
• Genre condierations
• Quality of text
• Density and
difficulty of
concepts

11. 
5.Comprenhension
Beforereading
- Set objectives
for instruction
- Identify and
preteach difficult
to read words
- Prime students’
background
knowledge
- Chunk text
Duringreading
- Stop periodically
to ask students
questions
- Map text
structure elements
- Model onogoing
comprenhension
monitoring
Afterreading
- Strategic
integration of
comprenhension
instruction
- Planned review
- Assessment of
students’
understanding