Reading Theories
                     READING THEORIES
INTRODUCTION
 Learning how to read is a vital skill that students learn in their early childhood 
education. This skill sets the foundation for academic success. There are many 
ways to approach the reading process, and teachers rely on numerous reading 
theories.
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READING FOUNDATION
 Children in kindergarten to third grade are in the learning to read phase. From the 
fourth grade onwards, children are reading to learn. For students to successfully 
move through middle and high school, they must have a solid reading foundation.
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BOTTOM-UP THEORY
 This theory involves a step-by-step method of teaching proficiency of reading 
components that allow the student to become literate. This theory involves 
explicit and direct instruction in a building-block approach using the 5 components 
of reading during early childhood education.
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READING COMPONENTS
PHONICS
 Understanding the sounds that correspond with the letters of the alphabet, 
including short and long vowels. It also involves connecting the idea that letters 
correspond with sounds and those sounds make words.
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PHONEMIC AWARENESS
 Understanding the sounds that letter combinations have, including syllables, 
complete words, and consonant blends.
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VOCABULARY 
 The understanding of the meaning of words and how to use them appropriately 
and adequately in sentences.
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FLUENCY
 The capacity to read with the proper expression and speed, without errors. A 
fluent reader can read in the same manner as they speak.
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COMPREHENSION
 The capacity to recall characters, events, and the main concept of the passage or 
story once read, understanding what has been read correctly.
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CONCLUSION
 The bottom-up theory is used widely worldwide due to the sequential approach it 
has. It recognizes that reading is a developmental process best learned from the 
bottom foundation up, growing in complexity as a student’s reading and 
understanding proficiency is developed.
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