- Word Identification Comprehension depends on a reader’s ability to recognize a large bank of words instantaneously and to analyze unknown words effortlessly. In order for this automaticity to occur, the brain must process both visual and non-visual information (Smith, 1997).
The brain uses all four cueing systems—graphophonic, syntax, semantics, and pragmatic—when identifying words. Readers’ knowledge of letter–sound relationships and their ability to recognize patterns in words are vital in identifying unknown words.
The ability of readers to identify words automatically is affected by their listening vocabulary, sight vocabulary, ability to use context clues, skill in visual analysis, skill in blending parts of words together, and knowledge of word parts—affixes and root words. It is also imperative that children instantaneously recognize the hundred words most frequently found in text.
Teachers’ goals should be to help students recognize a large bank of words (1) without conscious attention, (2) without attending to every letter, (3) by using parts of words to identify new words, (4) by connecting unknown words to known words, and (5) by connecting spelling with word meaning.
Teachers must be knowledgeable about ways to assess student’s ability to identify words and offer appropriate interventions to students who struggle.
- The Role of the Brain in the Reading Process Attached Files:
- The Role of the Brain in the Reading.pptx (46.923 KB)
- Ch. 6 PPT Attached Files:
- ch6PPT.pptx (1.646 MB)
- Ch 6 Quiz Complete the quiz for the chapter. Answers provided for fill in the blank questions will be adjusted after class.
- Small Group Work Read the assignment for your group. Provide a short presentation for the class with your response.
Group 1- Explain the components of word identification and how rapid word identification aids reading comprehension.
Group 2-You have assessed two of your struggling readers and found that they do recognize most of the words from the Dolch list and most monosyllabic word families as they read. However, when they write, they struggle with Dolch words and word families. Explain what type of intervention you would provide for these two students.
Group 3-You have found that a student struggles with polysyllabic words. He does not appear to recognize prefixes and suffixes in words and cannot divide words into syllables. Explain what type of intervention you would provide for this student.
Group 4-As a result of assessing one of your struggling readers, you have found that she does not recognize words such as of, the, in, how, and you; nor does she recognize word families. Explain what type of intervention you would give her.
Group 5-Discuss different ways to assess a child’s sight vocabulary, her ability to use context clues, her ability to analyze monosyllabic words visually, and her ability to analyze polysyllabic words. - Prepare for your tutoring student Identify at least five activities you can later use to help your assigned student with word identification. Prepare at least two of theses activities for your tutoring session using the available resources.
- Nifty Thrifty Fifty Monthly Plan Attached Files:
- frazierNiftyThriftyFiftymonthlyplan.pdf (43.48 KB)
- Gamequarium http://www.gamequarium.org/dir/Readquarium/Vocabulary/Nifty_Thrifty_Fifty/
- Examples of Activities Attached Files:
- MbM Phonics for 4th and 5th grade 2007 A&K.pdf (837.33 KB)
- Sight Word Bingo http://www.abcya.com/dolch_sight_word_bingo.htm
You will want headphones for this game. - Homonym Game http://homonymgame.com/
- eWorkshop.on.ca: Online Teaching Resource Welcome to the online resource developed for elementary teachers by the Ontario Ministry of Education and TFO. Follow this link to information about Running Records.
http://www.eworkshop.on.ca/edu/core.cfm?p=main&modColour=1&modID=2&m=121&L=1 - Graded Word List (GWL)/San Diego Quick Assessment Attached Files:
- San Diego Quick Assessment.doc (76.5 KB)