In this blog post, we explore the foundations of reading and the importance of teaching with clear intention and strategy, emphasizing that learning objectives are only effective when they actively guide instruction. Effective reading instruction builds a strong progression of skills that move students from basic decoding to deep comprehension, and understanding how these skills connect and are taught is critical for both teacher effectiveness and student success.
The Fab Five: Foundational Skills of Reading
Reading instruction is often explained using the “Fab Five” of reading skills:
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Phonological and Phonemic Awareness
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Phonics
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Fluency
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Vocabulary
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Comprehension
Comprehension is the ultimate goal. It’s where students engage in higher-order thinking—making mental images, asking questions, predicting outcomes, and reflecting on meaning. This level of thinking requires strong metacognition. However, research consistently shows that students cannot reach this level without mastery of the foundational skills that come before it.
These skills are often divided into two categories:
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Code-based skills: phonological/phonemic awareness and phonics
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Meaning-based skills: vocabulary and comprehension
Fluency acts as the bridge between the two.
What Explicit Instruction Really Means
When we say reading instruction should be explicit, we mean that skills are taught directly and in isolation—especially at the beginning. Phonological and phonemic awareness focus entirely on sounds. No print is required. Students can practice these skills through listening and speaking alone, even “in the dark.”
Phonics, on the other hand, requires students to see the word. Letters and letter patterns represent sounds, and students learn to decode these patterns systematically. Fluency is also taught explicitly, beginning with single words and gradually progressing to phrases, sentences, and longer passages.
This kind of instruction is a core principle of what is often called the science of reading.
Systematic Instruction: Building Skills Step by Step
Systematic instruction means that reading skills are taught in a clear, logical progression—from simple to more complex. Think of it as a ladder. Students must climb each rung before moving to the next.
Even within a single skill, there is a continuum. For example:
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In phonemic awareness, students move from identifying sounds to manipulating them.
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In phonics, instruction progresses from short vowels to blends, long vowels, vowel teams, and more complex patterns.
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In fluency, students move from reading individual words to reading full passages with automaticity.
Nothing is left to chance. Each step prepares students for the next.
Recursive Teaching: Going Back to Move Forward
The third critical component is recursive instruction. Learning is not always linear. Sometimes students need to revisit earlier skills to support more advanced learning. Strong teachers naturally do this—reviewing, reinforcing, and reteaching as needed.
As texts become more complex, students may need to re-engage with foundational skills to maintain accuracy, fluency, and comprehension. This is not a setback; it’s a normal and necessary part of learning.
From Skills to Strategy and Metacognition
When foundational skills are taught explicitly, systematically, and recursively, students gain the cognitive endurance needed for vocabulary development and comprehension. They are no longer using all their mental energy to decode words and can instead focus on meaning, analysis, and reflection.
This approach also helps students succeed on assessments, particularly constructed and open-response questions. By understanding how skills connect and progress, students can apply what they know strategically—thinking not just like learners, but like test makers.
Want to understand more about the foundational skills of reading? Check out our study guides and courses to build your knowledge and pass your certification exams with confidence. Click here to explore: Foundations of Reading (FORT) Resources