Jizzakh branch of the national university of uzbekistan named after mirzo ulugbek foreign languages d

Phonemic awareness, letter knowledge, and concepts of print 
Phoneme awareness and letter-sound knowledge account for more of the variation in 
early reading and spelling success than general intelligence, overall maturity level, or 
listening comprehension. They are the basis for learning an alphabetic writing system. 
Children who have poorly developed phonemic awareness at the end of kindergarten are 
likely to become poor readers. Explicit instruction in sound identification, matching, 
segmentation, and blending, when linked appropriately to sound-symbol association, 
reduces the risk of reading failure and accelerates early reading and spelling acquisition 
for all children. 
The alphabetic code: Phonics and decoding 
In addition to phoneme awareness and letter knowledge, knowledge of sound-symbol 
associations is vital for success in first grade and beyond. Accurate and fluent word 
9
Lamb, Annette and Johnson, Larry. 2001. 
Skimming and Scanning
. Available: 
http://42explore.com/skim.htm, accessed April 14, 2011. 

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recognition depends on phonics knowledge. The ability to read words accounts for a 
substantial proportion of overall reading success even in older readers. Good readers do 
not depend primarily on context to identify new words. When good readers encounter an 
unknown word, they decode the word, name it, and then attach meaning. The context of 
the passage helps a reader get the meaning of a word once a word has been deciphered. 
Fluent, automatic reading of text 
Beginning readers must apply their decoding skills to fluent, automatic reading of text. 
Children who are reading with adequate fluency are much more likely to comprehend 
what they are reading. Thus the concept of independent reading level is important: it is 
that level at which the child recognizes more than 95 percent of the words and can read 
without laboring over decoding. Poor readers often read too slowly. Some poor readers 
have a specific problem with fluent, automatic text reading even though they have 
learned basic phonics. 
Vocabulary 
Knowledge of word meanings is critical to reading comprehension. Knowledge of words 
supports comprehension, and wide reading enables the acquisition of word knowledge. 
At school age, children are expected to learn the meanings of new words at the rate of 
several thousand per year. Most of these words are acquired by reading them in books or 
hearing them read aloud from books. Networks of words, tied conceptually, are the 
foundation of productive vocabulary. Key in developing this foundation is active 
processing of word meanings, which develops understanding of words and their uses, 
and connections among word concepts.