Firstly and most importantly, we need to define the term ‘sight words’. The term ‘sight words’ is frequently confused with ‘high frequency words’. High frequency words are the words which most commonly occur in print (e.g, was, here, they). A … Continued
Reading fluency includes being able to read all the words in a passage without hesitation, but also to read the passage with prosody – appropriate pace, intonation and inflection, pausing and rhythm. It is now well-established (see for example Steven’s … Continued
Reading too fast may seem like an unusual discussion to have on a website that focuses on reading difficulties. However, it isn’t an uncommon problem and is often associated with: The above problems are then often associated with poor comprehension. … Continued
Reading comprehension is assessed in different ways. Each of these factors are arguably measuring different components of comprehension and potentially impact on the student’s comprehension score. This score is further confounded by the student’s background knowledge of the text subject. … Continued
Vocabulary instruction should be an integral component of teaching reading as a poor vocabulary recognition and understanding impacts on comprehension. The wider students’ vocabulary, the more effective they are at inferring the meaning of the text and deducing the meaning … Continued