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=====Related areas=====
======Phonemic awareness======
[[Phonemic awareness]] is the process by which the [[phonemes]] (sounds of oral language) are heard, interpreted, understood and manipulated; unrelated to their [[grapheme]] (written language). [[Phonological awareness]], which includes the manipulation of [[rhymes]], [[syllable]]s, and [[syllable onset|onsets]] and [[syllable rime|rimes]], is most prevalent in alphabetic systems.<ref>{{cite journal|last=Ehri|first=Linnea|author2=Simone Nunes |author3=Dale Willows |author4=Barbara Valeska Schuster |author5=Zohreh Yaghoub-Zadeh |author6-link=Timothy Shanahan (educator)|author6= Timothy Shanahan (educator |title=Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis|journal=Reading Research Quarterly|date=July–September 2001|volume=36|issue=3|pages=250–287 |jstor=748111|doi=10.1598/RRQ.36.3.2}}</ref> The specific part of speech depends on the [[writing system]] employed. The NRP concluded that phonemic awareness improves a learner's ability to learn to read. When teaching phonemic awareness, the NRP found that better results were obtained with focused and explicit instruction of one or two elements, over five or more hours, in small groups, and using the corresponding [[graphemes]] (letters).<ref>{{cite web|url=https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf|title=National Reading Panel, 2000, NICHD, p. 2-4}}</ref> See also '''[[speech perception]]'''. As mentioned earlier, the most effective way of teaching phonemic awareness is through segmenting and blending, a key part of synthetic phonics.<ref>{{cite web|url=https://files.eric.ed.gov/fulltext/ED489535.pdf|title=THE NATIONAL READING PANEL REPORT: Practical Advice for Teachers, page 9, Timothy Shanahan, University of Illinois at Chicago, Learning Point Associates 2005.}}</ref>
======Vocabulary======
A critical aspect of reading comprehension is vocabulary development.<ref name="Justice 2002 87–106"/> When a reader encounters an unfamiliar word in print and decodes it to derive its spoken pronunciation, the reader understands the word if it is in the reader's spoken vocabulary. Otherwise, the reader must derive the meaning of the word using another strategy, such as context. If the development of the child's vocabulary is impeded by things such as ear infections, that inhibit the child from hearing new words consistently, then the development of reading will also be impaired.<ref>{{cite book |author1=Wolf, Maryanne |author2=Stoodley, Catherine J. |title=Proust and the squid: the story and science of the reading brain |publisher=Harper |___location=New York |year=2007 |pages=[https://archive.org/details/proustsquidstory00wolf/page/104 104–105] |isbn=978-0-06-018639-5 |oclc=471015779 |url=https://archive.org/details/proustsquidstory00wolf/page/104 }}</ref>
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