We examined the stages of reading development and discovered Ehri’s phases for reading words

We examined the stages of reading development and discovered Ehri’s phases for reading words. In the reading illustrate a connection between Ehri’s phases of reading words and Fluency instruction. In this discussion board entry, you will complete the following: Fill the blank lines.

The main purpose of this article is__________________________________________The key question that the author is addressing is _______________________________The most important information in this article is _________________________________The main inferences in this article are ________________________________________The key ideas we need to understand in this article are ___________________________The main assumptions underlying the author’s thinking are _________________________If we reject the author’s line of reasoning, then the consequences would entail__________ The main point(s) of view presented in this article is (are)___________________________Once you’ve completed this analysis, critique another learners analysis using the above guide as a checklist. Did your classmate thoroughly comprehend the article based on his or her post?


 Discussion board, use the reading fluency article.

A deep, developmental construct and definition of fluency, in which fluency and reading comprehension have a reciprocal relationship, is explicated and contrasted with superficial approaches to that construct. The historical development of fluency is outlined, along with conclusions of the U.S. National Reading Panel, to explore why fluency has moved from being “the neglected aspect of reading” to a popular topic in the field. A practical, developmental instructional program based largely on the theoretical framework and research findings of Linnea Ehri is delineated. The nine essential components of that program include building the graphophonic foundations for fluency; building and extending vocabulary and oral language skills; providing expert instruction and practice in the recognition of high-frequency vocabulary; teaching common word parts and spelling patterns; teaching, modeling, and providing practice in the application of a decoding strategy; using appropriate texts to coach strategic behaviors and to build reading speed; using repeated reading procedures as an intervention approach for struggling readers; extending growing fluency through wide independent reading; and monitoring fluency development through appropriate assessment procedures. The position is taken throughout that teaching, developing, and assessing fluency must always be done in the context of reading comprehension