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Word Recognition: Ideas That Work
Word Recognition: Ideas That Work
Karen L. Parker, Ed.D., Liberty University
Phonemic Awareness
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Ability to recognize and manipulate the separate sounds, or phonemes, in spoken words.
Most children can benefit from phonological training, regardless of developmental level.
Phonological awareness is CRITICAL TO LITERACY SUCCESS.
Weak phonological processing affects one-third of 4-year-olds
- predicts poor readers in 1st grade, and in 4th grade (88% probability)
Instruction
 Keep lessons brief (5-10 minutes)
 Teach one phonological skill at a time (for example, syllable segmenting)
 Small groups are best for listening to each child (5-6 children)
 Prepare fun activities and practice throughout the day (poetry, shared books, predictable books)
Sequence of instruction (one at a time)
 Syllable segmenting and blending
 Onset-rime segmenting and blending
 Phoneme segmenting, blending, and manipulation
 Connect sounds with letter symbols
(after oral practice and picture practice)
Syllable segmentation & blending
 Syllable segmenting Examples: to-day news-pa-per
- clap syllables
- hand under chin to “feel” syllables
 Syllable blending
- teacher says to-day and students “say it fast” (today)
Syllable segmentation
 Clapping
 Hand under chin
Onset-rime segmenting & blending
• Onset: initial consonant or consonant cluster
• Rime: vowel and sounds that follow
Examples: /p/ /ig/, /k/ /at/, /sh/ /out/
• Onset-rime segmenting:
What sound does pig begin with? Picture sort by onset (initial sound)
Phoneme segmentation
 Practice beginning sounds first
When you say /p/ - feel the air on your hand. Can you feel the /p/? Mirror – see the /p/?
 Then practice end and middle
 Use pictures and objects, Name the pictures/objects
Fun activities throughout the day: picture sorts, echo poem, manipulatives
Phonological awareness scale
Word Recognition: Ideas That Work
Phonics
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Phonics: Relationships between
 Letters of written language (graphemes)
 Sounds of spoken language (phonemes)
• Phonics: Using letter-sound relationships to read and write words.
Improves ability to:
 Decode and spell words
 Reading orally and decode text
 Benefits children from various backgrounds
Phonics instruction
• Teach blending
 Avoid “uh” after consonants
 Blend first 2 sounds first, then add the final sound
c-a, ca-t, cat
• Systematic and explicit
• Start early and keep it simple (few rules)
 2-vowel rule, 1-vowel rule, final-e rule
• Apply in context every day
• Teach other strategies
Other strategies: Sight words
• Sight word focus
 Irregular words (“outlaws”)
 High frequency words
• Sight word mastery (automatic)
 Effective use of flash cards, computer practice, mastery bank, practice (on-task, daily)
Other strategies: Word analysis
 Do I know the word? Then say it
 If not:
 Context clues – use surrounding words
 Structure – use word parts
 root words, prefixes, suffixes
 word patterns (-at, -ad, -and)
 Phonics –sound it out
 first strategy taught, last used
 Decodable text [can sound it out]
 Invented spelling
For precept must be upon precept, precept upon precept, line upon line, line upon line, here a little,
there a little. Isaiah 28:10
Resources
Put Reading First http://lincs.ed.gov/publications/pdf/PRFbooklet.pdf
Doing What Works: Early Literacy Progress Monitoring Rubric
http://caheadstart.org/2013Conference/Hunter.Research%20Based%20Practices.9.pdf