Reading Word Recognition

Strategy:Word identification skills and strategies
Appropriate Grade Level: 5th-9th grade
Procedures/Steps:
This article gives many strategies/ activities to use in replace of the typical response of “sound it out”. The goal is to teach students to independently apply new knowledge (so that generalization is acquired).
  1. Focus on the consonants
Since consonants don’t cause as many problems as vowels do, students will use the consonant sounds and determine what they think the vowels sounds are and check their approximation against the letters in the word.
  1. The power of onset and rime
Rimes are very reliable; teaching students rime families will help them focus on many words by analogy (37 rimes which produce nearly 500 words).
  1. Sorting
Sorting words allows students to notice details, which helps struggling readers pick up on patterns, rimes, rhymes, and other aspects in words.
  1. Thinking aloud
Thinking aloud is used to “make the invisible visible”. When students are able to read the word out loud, they are able to hear if it makes sense and keep it in context with the rest of the passage.
  1. Chunking
Students look for prefixes, suffixes, or smaller words that they already know.
  1. Recognize high-frequency words
Teachers learn combinations in context such as /ate/ in freight, /ite/ in fright, and the ch says /ch/ in cheese, but also /sh/ in chaise.
  1. Building words
Students build words with word tiles, magnetic tiles, etc.
  1. First syllable/ last syllable attacks
Figuring out the first and last syllables of polysyllable words can help with the middle of the word.
  1. Cross-checking
Students use cuing systems such as looking at syntax and content of the text and illustrations to determine the word they are struggling with.
  1. Letterbox lessons
Students spell a sequence of words using commercially manufactured Elkonin boxes and letter manipulatives (can also be made with paper or card stock).
  1. Analogy
Students note similarities or patterns in words (such as the eight in freight and weight) and using these clues to figure out an unfamiliar word.
  1. Structural analysis
Good, explicit instruction that uses teachable moments and on context and purpose. Not memorization of long lists, but targeting instruction tailored to words they have chosen that will be relevant and significant.
  1. Context clues
Students need multiple exposures and multiple context of the word to determine pronunciation and some degree of meaning.
  1. Wide reading
Students need to read in their “zone” and not practice in assigned text that are frustrating for them.
  1. Attitudinal reminders
Help children to love reading! If student is able to choose their reading material, they are more likely to get more out of it. As a teacher, be vigilant, flexible, and prepared to abandoned ineffective strategies.

Comments and/or tips

√ These strategies focus on students in higher grades that are still having difficulty with word recognition and may not be appropriate for early elementary.
√ Phonics is essential as well, but only as a part of a balanced and comprehensive reading program (phonics analysis is only one of several word identification skills needed for literacy).
√ These strategies need to be taught explicitly.
Source:
Greenwood, S. & Bilbow, M. (2002). Word identification in the intermediate and middle
grades: Some tenets and practicalities. Childhood Education 79(1), 26-31.