Journal Entry 9 Example

Journal Entry 9 Example Journal Entry 9 – Coursework Example Word Recognition There are three main evidence based practices used in the development of reading fluency and word cognition. They include five areas of interest namely: phonemic awareness, phonics fluency, vocabulary, and text comprehension. The practises are aimed at diversification of a child’s capacity to recognize written texts and accuracy in reading them speedily. Some of the basic tools that enhance the reading capacity of children include the read-alouds, which give the children the confidence to go through prose and books. Since fluency develops gradually, evidence-based practices show that the students are subjected to repetitive reading skill as they continue to break the code. Consequently, the students may be subjected to silent reading, which a scientifically proven method used in improving the capacity of students fluency. Vocabulary comprehension is another way that is efficient in the development of word recognition both directly and indirectly from extensive individual reading, daily oral language, and explicitly learned vocabulary via word-learning approaches. Tutors further develop the student’s capacities of word cognition in the form of paired readings, choral reading, computer aid, etc. in addition to these aids the students are allowed  different books that allow them to increase their levels of understanding. Reading of these independent level books enable students to achieve better word cognition capacities with any advancements they make. According to the evidence-based practices, automaticity, and prosodic reading are used in unison in order to create a round environment that makes the students achieve fluency. Moreover, reader’s aids made significant improvements in students who were subject them. This makes it a significant method of word recognition. In conclusion, evidence-based practices used in development of word cognition are intrinsically unified since they must develop a child in an all round fashio n. Therefore the researches by Hudson and Rasinski assert that the main areas of interest should be developed in unison for better results.ReferencesHudson, R.F., Lane, H.B., & Pullen, P.C. (2005). Reading fluency assessment and instruction: What, why, and how? Put reading first booklet, docdroid.net/v7wr/prfbooklet.pdf.html Rasinski fluency article 2006, docdroid.net/vfdc/rasinski-2006-fluency.pdf.html National Reading Panel (NRP) issued a report in 2000