ABSTRACT
Reading has important reciprocal effects for vocabulary. Vocabulary is built through reading, and reading proficiency increases through vocabulary knowledge. When phonological awareness and phonics are established, slow progress in reading can continue to exist due to deficits in vocabulary. This loops back to oral language development. Vocabulary itself can be classified into tiers based on how often words are used in oral language, written language and domain-specific language. Figurative language, such as metaphor, simile, hyperbole and personification is not usually present in everyday speech. Certain reading theorists claim that skilled readers make little or no use of phonic information, but prefer to guess words from context and sentence structure. Knowing how words work and having an understanding of a core of prefixes, roots and suffixes helps children generate the meaning of new words.
