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

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