Word
Recognition and Word Study
Teaching
Strategies
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Readers must be able to recognize words quickly,
accurately, and effortlessly in order to understand and enjoy
what they read. Beginning and less proficient readers often
find themselves devoting a great deal of mental energy to decoding
text. As a result, they may have less energy for making meaning
of and interacting with the text. The goal of word recognition
is to develop automatic and fluent reading in all students
so that they can devote the majority of their attention to
making meaning.
Word study encompasses a number of instructional strategies
designed to help students develop automatic word recognition
and decoding skills. Readers use multiple strategies to figure
out words (see below). The goal of word study instruction is
to help students develop flexible strategies for (1) decoding
unknown words and (2) recognizing familiar words quickly.
Ehri (1994) found that beginning readers identify words in
four ways:
- Sight – retrieve information from memory based on
prior experiences with that word
- Decoding – sounding out letters and blending the
sounds together to pronounce a word
- Analogizing – using knowledge of a similar familiar
word to identify an unknown word. For example, to read the
unfamiliar word mellow, you think about how it is similar
to the word yellow.
- Contextual guessing – using meaning-based cues in
the text (such as words in the sentence, syntax, pictures)
Different readers may use these strategies in different ways
and at different times. Effective instruction in word recognition
and word study will help students develop flexible strategies
using each of these approaches. |
Why
word recognition and word study are important for struggling readers
Children
who experience difficulties in word recognition are likely to
spend more time decoding words. As
a result, they
read fewer
words than more proficient readers and thus are
likely to make smaller gains
in reading comprehension and overall reading proficiency.
Struggling readers benefit from meaningful, targeted
instruction in word
recognition and word study.
Word
recognition and word study instruction should take place in connection
with a meaningful
context,
such as
the use
of children's literature,
poems, riddles, and writing. Traditional approaches,
including repetitive drills or isolated skill worksheets,
have separated
word recognition
instruction from authentic or connected text. This
may make it difficult for a child to see the connection
between
word
recognition
and active
engagement with meaningful text -- and it may have
a detrimental effect on the child's motivation
to read. Keeping the focus
on reading for
meaning can help struggling readers "keep
their eyes on the prize," which,
ultimately is the enjoyment and thoughtful interaction
with text. Word recognition should never be treated
as an end it itself.
Putting
it all together-- sample lesson sequences
~ coming soon! ~
Online
Resources
 For Students
Word
Build -- Students build words after selecting a word family.
http://www.readwritethink.org/materials/wordbuild/
Word
Family Sort -- Students sort words from word families with short
vowels in
this online
interactive
activity.
http://www.readwritethink.org/materials/wordfamily/
Word
Wizard -- In this online, interactive Making Words activity, students
use words
from favorite
children's
literature (Curious
George, Chrysanthemum,
The Very Hungry Caterpillar, and Franklin
in the Dark) to make words in response
to a spoken
prompt.
http://readwritethink.org/materials/wordwizard/
Bookworm
Game -- In this Tetris-like game, students connect letters to
make words
(free Web version
requires Java;
free PC download)
http://www.popcap.com/launchpage.php?theGame=bookworm&src=big8
Acrostic
Poems -- A fun purpose to play with words
http://www.readwritethink.org/student_mat/student_material.asp?id=45
 For
Teachers
Words
Their Way online teaching resources (instructional activities
and downloads)
http://cwx.prenhall.com/bookbind/pubbooks/bear/chapter1/deluxe.html
Sort,
Hunt, Write: A Weekly Spelling Program (3-5)
This set of lesson plans provides
you with ways to make daily
spelling instruction
appropriate and engaging.
Students will
engage in a
wide range of activities
that will help them deepen their
understanding of word patterns.
http://www.readwritethink.org/lessons/lesson_view.asp?id=278
Research
Summaries
of important research studies on:
Teaching children to read
words
http://www.edresearch.info/lrn_print_words.asp
Phonics
http://www.edresearch.info/phonics.asp
Development
of the Ability to Read Words
handout (based
on
Ehri's
research)
http://www3.mpls.k12.mn.us/departments/tis/literacy_initiative/pdf_and_words/10_11.pdf
Reference
Ehri,
L. (1994). Development of the ability to read words: Update.
In Theoretical Models and Process of Reading (4th Ed.).
Ruddell, R., Ruddell, M. R., & Singer, H. (Eds.). Newark, DE:
International Reading Association.
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