Core Understandings about Learning to Read

Students are more likely to be successful when they have effective teachers that understand the complexity of the reading process.

Jane Braunger of NWREL and Jan Lewis of Pacific Lutheran University have compiled a list of what they call "core understandings" about learning to read from research findings and the classroom experiences of seasoned teachers.

1. Reading is a construction of meaning from written text. It is an active, cognitive, and affective process.
2. Background knowledge and prior experience are critical to the reading process.
3. Social interaction is essential in learning to read.
4. Reading and writing develop together.
5. Reading involves complex thinking.
6. Environments rich in literacy experiences, resources, and models facilitate reading development.
7. Engagement in the reading task is key in successfully learning to read.
8. Children’s understandings of print are not the same as adults’ understandings.
9. Children develop phonemic awareness and knowledge of phonics through a variety of literacy opportunities, models, and demonstrations.
10. Children learn successful reading strategies in the context of real reading.
11. Children learn best when teachers employ a variety of strategies to model and demonstrate reading knowledge, strategy, and skills.
12. Children need the opportunity to read, read, read.
13. Monitoring the development of reading processes is vital to student success.

(Source: Building a Knowledge Base in Reading, p.5)

For detailed information about these 13 Core Understandings, see pages 29-60.
Source: Building a Knowledge Base in Reading. Available from Mail - NWREL, 101 SW Main Street, Suite 500, Portland, OR 97204 Telephone - (503) 275-9500 or (800) 547-6339 Fax - (503) 275-9489 E-Mail - info@nwrel.org