Teaching children with mild disabilities to read can be a challenging task for even the most seasoned teacher. In order to be successful, teachers need to be knowledgeable about the big five of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension (National Reading Panel, 2000). While the ultimate goal of reading is comprehension, several of the aforementioned skills must be in place to meet this goal (Tolman, 2005). Despite knowledge of the big five, other skills such as syllabication and structural analysis, subsumed under phonics and vocabulary instruction, are needed in order for children to progress from word-callers to becoming fluent readers who can efficiently comprehend text.
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