Foundations of Reading (890)
Core Components
Understand phonological and phonemic awareness, phonics, fluency, vocabulary, and comprehension. Know the progression from sounds to words to connected text and the role of background knowledge.
Assessment and Intervention
Distinguish screening, diagnostic, progress-monitoring, and outcome assessments. Use data to target instruction. Know characteristics of dyslexia and structured literacy approaches.
Traps
Do not confuse phonemic awareness (working with sounds) with phonics (letter-sound relationships). Fluency is not the same as comprehension. Avoid recommending comprehension strategy instruction before foundational skills are secure for a struggling decoder.
Worked example
A child can hear that /c/ /a/ /t/ makes “cat” but cannot match letters to sounds. The child has phonemic awareness but needs phonics instruction. Segmenting sounds is phonemic awareness; blending letters is phonics.
Rule of thumb
Assess the component, teach the component: sounds first, then letters, then fluency, vocabulary, and comprehension.