National Reading Panel Report

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Across
  1. 3. Appropriate pausing and emphasis that that text sounds meaningful while reading aloud (Shanahan, 2005, p.18).
  2. 8. Word meanings (Shanahan, 2005, p.23).
  3. 9. How letters and sounds correspond to each other and how these sound-letter correspondences can be used to decode or pronounce words in text (Shanahan, 2005, p.6).
  4. 11. Actions or procedures that a teacher might use to teach something (Shanahan, 2005, p.28).
  5. 13. Intentional actions that a reader can take to increase the chances of understanding or remember the information in a text (Shanahan, 2005, p.28).
  6. 15. This phonics instruction emphasizes larger units of pronunciation (Shanahan, 2005, p.11).
  7. 16. Phonics instruction where students are taught the individual sounds of words and how to blend these individual sounds into word pronunciations (Shanahan, 2005, p.11).
  8. 17. Teaching of word meaning (Shanahan, 2005, p.23).
Down
  1. 1. The ability to read text aloud with accuracy, speed, and proper expression (Shanahan, 2005, p.18).
  2. 2. This refers to the sensitivity to the phonological or sound structure of words (Shanahan, 2005, p.7).
  3. 4. The ability to hear and manipulate the individual sounds within words (Shanahan, 2005, p. 6).
  4. 5. Activities that can be done quickly, easily, and with little or no conscious attention (Shanahan, 2005, p.29).
  5. 6. The sounds within words (Shanahan, 2005, p.6).
  6. 7. The teaching of phonics with a clear plan or program (Shanahan, 2005, p.11).
  7. 10. Texts that are specifically written to give children plenty of practice with particular sounds or patterns (Shanahan, 2005, p.16).
  8. 12. Reading words with few deviations (Shanahan, 2005, p.18).
  9. 14. The act of understanding and interpreting the information within a text (Shanahan, 2005, p.28).