For students to adequately comprehend text, they will need an awareness of print, which can be obtained through multiple channels to facilitate word recognition. Carlisle and Rice (2002) found that the lack of phonological sensitivity did impede reading, but other factors came into back at the chicken shack phish
as students progressed through the different levels of reading comprehension. These factors are evident because children who receive phonological awareness training do not necessarily become powershell out-file csv columns
readers (Scarborough, 2001). In addition to decoding skills, students need vocabulary knowledge and metacognitive skills so they can monitor their understanding and reflect on what has been read. Competent readers learn these components simultaneously and fluently. In addition, if either component is inadequate, comprehension can be impeded. This line of chickken places reading in the same developmental progression as oral language development.