literacy-teaching

Every prerequisite, as text

The same information as the map above, in full.

• Phonological awareness requires Oral language base
• Phoneme requires Oral language base
• Oral vocabulary requires Oral language base
• Listening comprehension requires Oral language base
• Composition requires Oral language base
• Literacy in a second language requires Oral language base
• Grapheme requires Writing as recorded speech
• Writing systems requires Writing as recorded speech
• The alphabetic principle requires Writing as recorded speech
• Shared book reading requires Concepts of print
• Grapheme requires Letter knowledge
• Letter formation requires Letter knowledge
• Writing systems requires Letter knowledge
• Shared book reading requires Purposes of literacy
• Reading motivation requires Purposes of literacy
• Teaching adults who never learned requires Purposes of literacy
• Concealment and shame requires Purposes of literacy
• Phoneme requires Phonological awareness
• Phonemic awareness requires Phonological awareness
• Phonemic awareness requires Phoneme
• Devising an orthography requires Phoneme
• The alphabetic principle requires Grapheme
• Decoding requires Grapheme
• Morphemic analysis requires Grapheme
• Miscue analysis requires Grapheme
• Listening comprehension requires Oral vocabulary
• Reading comprehension requires Oral vocabulary
• Background knowledge in comprehension requires Oral vocabulary
• Morphemic analysis requires Oral vocabulary
• The Matthew effect in reading requires Oral vocabulary
• Literacy in a second language requires Oral vocabulary
• Shared book reading requires Listening comprehension
• Reading comprehension requires Listening comprehension
• The simple view of reading requires Listening comprehension
• Reading motivation requires Shared book reading
• Balanced literacy requires Shared book reading
• Invented spelling requires Letter formation
• Spelling instruction requires Letter formation
• Composition requires Letter formation
• Teaching with almost no materials requires Letter formation
• Orthographic depth requires Writing systems
• Devising an orthography requires Writing systems
• The alphabetic principle requires Phonemic awareness
• Blending requires Phonemic awareness
• Segmenting requires Phonemic awareness
• Orthographic mapping requires Phonemic awareness
• Screening for reading difficulty requires Phonemic awareness
• Dyslexia requires Phonemic awareness
• Teaching with almost no materials requires Phonemic awareness
• Blending requires The alphabetic principle
• Decoding requires The alphabetic principle
• Invented spelling requires The alphabetic principle
• High-frequency words requires The alphabetic principle
• Orthographic depth requires The alphabetic principle
• Devising an orthography requires The alphabetic principle
• Decoding requires Blending
• Systematic synthetic phonics requires Blending
• Invented spelling requires Segmenting
• Systematic synthetic phonics requires Segmenting
• High-frequency words requires Decoding
• Systematic synthetic phonics requires Decoding
• Decodable texts requires Decoding
• Orthographic mapping requires Decoding
• Reading fluency requires Decoding
• The simple view of reading requires Decoding
• Morphemic analysis requires Decoding
• Running record requires Decoding
• Miscue analysis requires Decoding
• Screening for reading difficulty requires Decoding
• Dyslexia requires Decoding
• Literacy in a second language requires Decoding
• Three-cueing requires Decoding
• Teaching adults who never learned requires Decoding
• Acquired reading loss requires Decoding
• Spelling instruction requires Invented spelling
• Orthographic mapping requires High-frequency words
• Running record requires High-frequency words optional
• Systematic synthetic phonics requires Orthographic depth
• Spelling instruction requires Orthographic depth
• Literacy in a second language requires Orthographic depth
• Devising an orthography requires Orthographic depth
• Decodable texts requires Systematic synthetic phonics
• Targeted intervention requires Systematic synthetic phonics
• Balanced literacy requires Systematic synthetic phonics
• Evidence in reading instruction requires Systematic synthetic phonics
• Teaching adults who never learned requires Systematic synthetic phonics
• Teaching with almost no materials requires Systematic synthetic phonics
• Training other teachers requires Systematic synthetic phonics
• Teaching with almost no materials requires Decodable texts
• Reading fluency requires Orthographic mapping
• Acquired reading loss requires Orthographic mapping
• Repeated reading requires Reading fluency
• Reading comprehension requires Reading fluency
• Text difficulty and matching requires Reading fluency
• Running record requires Reading fluency
• Reading motivation requires Reading fluency
• Screening for reading difficulty requires Reading fluency
• The Matthew effect in reading requires Reading fluency
• The simple view of reading requires Reading comprehension
• Background knowledge in comprehension requires Reading comprehension
• Text difficulty and matching requires Reading comprehension
• Comprehension strategies requires Reading comprehension
• Balanced literacy requires Reading comprehension
• Three-cueing requires Reading comprehension
• Evidence in reading instruction requires Reading comprehension
• Spelling instruction requires Morphemic analysis
• Composition requires Spelling instruction
• Miscue analysis requires Running record
• Screening for reading difficulty requires Running record
• Training other teachers requires Running record
• The Matthew effect in reading requires Reading motivation
• Three-cueing requires Miscue analysis
• Acquired reading loss requires Miscue analysis
• Dyslexia requires Screening for reading difficulty
• Targeted intervention requires Screening for reading difficulty
• Evidence in reading instruction requires Screening for reading difficulty
• Training other teachers requires Screening for reading difficulty
• Targeted intervention requires Dyslexia
• Teaching adults who never learned requires Targeted intervention
• Training other teachers requires Targeted intervention
• Concealment and shame requires Teaching adults who never learned