[sb861]

#3697

My three takeaways are the following:

1. Everyone learns to read the same way, which is great to know for students who struggle at first, since it means that you have the tools to help them succeed.

2. Instruction should focus on both word recognition and language comprehension simultaneously, which means that you should give students the change to practice language comprehension even if they aren’t strong decoders yet.

3. Word recognition should become automatic for students at a certain point, which we can assess throughout their skill development.

My question right now would be: Are there specific language comprehension skills that we can focus on first as teachers of young students that support their ability to decode text?