By Rollanda E. O'Connor PhD
New to This Edition
*Incorporates the most recent learn on be aware popularity and its connections to vocabulary, analyzing fluency, and comprehension.
*Chapter on morphological (meaning-based) instruction.
*Chapter on English language learners.
*Instructive "Try This" actions on the finish of every bankruptcy for instructor research teams development.
Read Online or Download Teaching Word Recognition: Effective Strategies for Students with Learning Difficulties (What Works for Special-Needs Learners) PDF
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Extra resources for Teaching Word Recognition: Effective Strategies for Students with Learning Difficulties (What Works for Special-Needs Learners)
Sample text
What is he doing here? ” and things just appear. They disappear. They disappear. Zoop zoop! And what happens? They disappear. Oral Language and Learning to Read Words 21 That’s right, they disappear. ) Uh-oh . . And she wants to drink the water, but the glass disappears. ) And the saw disappears. Why is that a problem? The men can’t work without the saw. Zoop! No saw. ) Zoop! No chair. ) And what do the people say? You get out of here. Just get! Yes, and here’s that hard word, look— ostracized.
That’s right. Say the parts in fast. /F/ - /ast/. First sound? ) /F/. Do you know a letter that makes that sound? F Yes! Put f in the first box. ) That’s right. Say the parts in fast. ) /F/ - /ast/. ) [Continue with pin and late. If students have difficulty with onset-rime segmenting, spend a few sessions teaching this level of segmenting (see Chapter 2) and then reintroduce the activity. ] Phoneme Identity Using a letter to represent a first sound is a good way to begin to teach the alphabetic principle because the first sound is the easiest sound for children to hear in The Alphabetic Principle 43 words.
In other words, they are trying to segment the word they want to write into its constituent sounds. If children cannot hear isolated sounds within the word, which is a common problem for young children, especially with words of just one syllable, they simply cannot get started. Instead of a string of likely letters, we see loop-de-loop scribbles as an attempt to write words. In this prealphabetic stage of reading and writing (Ehri, 1995), children have no sound or letter cues to help them generate an invented spelling for a word.