Lexia Reading Core5 Skill Sets - The IT Education Company NZ

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The Six Areas of Reading Instruction

Lexia Reading Core5 provides students of all abilities (from emerging readers to on-level and advanced students) a structured, sequential, scaffolded approach to the six areas of reading instruction—from phonological awareness to comprehension. The program creates personalised learning paths for each student through adaptive placement and pacing in the activities.

Phonological Awareness
One of the most crucial skills all striving readers must master is phonological awareness, which includes identifying, segmenting, blending and manipulating syllables and sounds in words. Phonemic Awareness is a component of phonological awareness that focuses on individual sounds within words.


Phonics activities include the ability to apply knowledge of letter-sound correspondence to reading and spelling words. In addition, phonics activities involve pattern recognition of syllable types, rules for syllable division and simple spelling generalisations that are based on letter-sound correspondence.

Structural Analysis

Structural analysis activities include work on recognizing meaningful parts of multisyllabic words derived from Latin and Greek.


Automaticity is systematically developed through a series of warm-ups and activities focused on speed of processing. Fluency is addressed through activities that involve analysis of sentence structure and ultimately the timed silent reading of passages.


Vocabulary activities are structured to teach word-learning strategies, to provide exposure to rich and varied vocabulary words, and to allow students to develop an awareness of word relationships and associations.


Comprehension activities develop the ability to understand information at a concrete level as well as an abstract level through the application of higher order thinking skills. Activities develop comprehension strategies through interaction with increasingly complex narrative and informational texts.

Learning Progressions
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