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Sample Teaching PostersSource: The Reading Teacher, Vol. 52, No. 3, Teachers' Choices 1998: Best New Children's Books(Nov., 1998), p. 257Published by: Wiley on behalf of the International Reading AssociationStable URL: http://www.jstor.org/stable/20202050 .
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their development of later phonological skills
(MacLean, Bryant, & Bradley, 1987). In the Integrated Strategies Approach,
teachers review the concept of rhyming words
or use rhyming games and activities based on
children's needs. Reciting and acting out fa
vorite rhymes, using puppet games to produce or identify rhyme pairs, reading aloud from
texts that emphasize rhyme, and playing varia
tions of popular children's games such as
Bingo, Go Fish, and Memory are examples of
how the concept can be developed. A class
room poster (see Figure) can be used to refer to
when appropriate. Students who understand
the concept of rhyme are able to make the most
of the connection to rime, or knowledge of or
thographic spelling patterns, which is de
scribed next.
Learning to use key words and their
spelling patterns (rimes) to spell and read new
words by analogy Instruction that includes the
use of onsets (consonant and consonant clus
ters) and rimes (vowels followed by conso
nants in a syllable) is supported by research
indicating that readers look for letter patterns rather than individual letters as they decode
words (Adams, 1990; Ehri & Robbins, 1992; Goswami, 1986, 1993). For example, it is eas
ier for a child to segment sat into s-at rather
than sa-t (Treiman, 1985). The basic idea of the
analogy approach is that you can read an un
known word, such as splat, by knowing other
similar and common words, such as cat and
hat. This decoding technique is often termed
the "word family," "phonogram," or "compare/ contrast" approach and is based on the regu
larity of letter patterns, or rimes. A rime is a
spelling pattern or cluster of letters that often
occur together. These rimes help regularize the
sound of the vowel(s) represented within the
cluster. For example, the vowel e can have
many different pronunciations, depending on
which letters surround it (e.g., feather, fear), or
on its placement in a word (e.g., even, mine).
However, when the vowel is constrained in a
rime, such as -eep, its pronunciation is fairly consistent (e.g., in the words jeep, keep, peep
hole). Adams (1990) reported that "nearly 500
primary grade words can be derived from a set
of only 37 rimes" (p. 321). Thus, when a read
er comes upon a familiar rime in an unknown
word, he or she can depend upon a fairly con
Sample teaching posters
Rhyming poster Spelling pattern poster
Cross-checking poster or bookmark
1. Look at the hard word.
2. Try a word with the same beginning sound.
3. Check your guess. Does it have the right sounds?
>at the beginning?> for the spelling pattern? Does it make sense?
An integrated strategies approach
This content downloaded from 188.72.96.157 on Tue, 24 Jun 2014 21:19:51 PMAll use subject to JSTOR Terms and Conditions