Word Recognition Strategies

Chapter 5

3 ways to learn words

Whole word-Look Say

Structural analysis-Visual patterns and endings.

Context analysis-What is the meaning in that sentence.

Word recognition should be automatic. This helps with fluency.

Sight Vocabulary

Having a large sight word vocabulary helps unlock new words.Words are recognized instantly, analysis is minimal.Attention then is given to meaningMany high frequency words should be learned as units, because they are used so often in reading.

Irregular words

Should be learned as whole units: laugh, cough, might, right, light, could, should, would

Teach whole words as a preview to guided reading. Teach the meanings as well.

Students learn these words in experience stories, in read aloud predictable books, in narrative writings, labels on items, in picture dictionaries that they make and use.

Position words

These are learned as whole words: In, on, above, around, through, across,

beside, among, underUse worksheets with pictures and

directions: Put a purple circle around the tree.

Student need varied practice on words such as there and their, where, were.

Scrambled Sentences

A good way to remember whole words.

Write a sentence, copy it, cut it up and have students put it back in order.

Use sentence strips with beginning words and finish the sentence with many different endings. I like to . . . take my dog for a walk

• play at the playground, swim in the pool

Phonics

Important aspect of beginning reading.

Primary grade teachers value and use this approach.

Must be effective in promoting independent readers. Must be used in context with meaning.

Sequence of phonics skills

Discriminate speech sounds in words.

Use written letters to represent the sounds.

Identify the consonant in beginning and ending positions.

Learn short vowels

Blend the consonants; br, bl, sp, etc.

Sequence of phonics skills

Long vowels

2 vowels diagraphs together are long, e at the end makes a long vowel.

Vowel diagraphs oo, ew, and diphthongs oi, oy; ou ow

R controlled vowels: ar, er, or

Final y take long e or long I sound

Direct teaching of phonics

Analytic phonics- Take a word and break it down into sounds. Most widely used. Inductive-examples of the pattern are given. Deductive-next time they see the word pattern they will know the sounds.

Synthetic phonics- Beginning sounds, syllables, then words. Take word parts and combine them to make a words.