Word Recognition Process: Department For Children, Schools And Families

Phonological awareness is being able to distinguish the assembly of isolated sounds that make up words and experiment with adjusting the distinct sounds known as Phonemes to form new words (Emmit, Hornsby & Wilson, 2013). Elements of phonological awareness include practice with separating, manipulating and grouping together sounds of words, in addition to exploring words and sounds in an enjoyable way using rhymes (Matheson, 2005). Phonological awareness provides innovative processes for a broader vocabulary and the ability to sound out new words (University of Oregon, 2009). The decoding process that occurs allows readers the ability to then concentrate on the meaning of what they read and improve their reading development (Reid Lyon, 1998). When teaching phonological awareness to children, teachers should work in small groups that explore only a couple of concepts at a time for instance how the mouth moves when saying a variety of isolated sounds in comparison to these phoneme sounds blended to assemble a word (Learning Point Associates, 2004). In conjunction with the familiarity of phonemes and words in phonological awareness, it is imperative to integrate this fundamental feature of reading development with understanding graphemes, and the link to letters in print to their phonemes sounds with phonics (Fellows & Oatley,

The Simple View of Reading (SVoR) model suggests that children must have language comprehension and word recognition skills to be proficient readers, Medwell et al (2014). Jim Rose’s report (2006, p. 40) outlined the Simple View of Reading as a useful framework, which would make explicit to teachers what they need to teach about word recognition and language comprehension (see appendix 1). Before the Rose report, reading was defined as decoding black marks, Graham and Kelly (2012). After this the searchlights model suggested that phonics, grammatical knowledge, reading comprehension and graphic knowledge are equally useful tools when learning to read, Ward (2008). The Rose report’s Independent Review of the Teaching of Early reading reconstructed this model and created the SVoR. Rose (2006, p. 38) determines word recognition as a process which allows you to use “phonics to recognise words” and language comprehension as the means by which “word information, sentences and discourse are interpreted.” The SVoR suggests that, to become a fluent reader, the skills of language comprehension and word recognition are equally important and dependent on each other. Gough and Tummer first mentioned this model, as stated that “comprehension is not sufficient, for decoding is also necessary” Wyse et al (2013, p.

Phonemic awareness is a vital role in literacy instruction. Many schools and districts adopt a commercially published basal reading program and it becomes the cornerstone of their instruction ( (David Chard, n.d.). We also know that through investigation and research it has shown us that word-recognition instruction and instruction in oral language skills related to word recognition were inadequately represented. (David Chard, n.d.) The same researchers have found that the reading passages that students are reading didn’t relate to the words they were learning. In order for students to read at grade level or above a supplemental program should be implemented. I have found that at my school we are lacking a phonics program that will reach different students abilities and make them successful in reading. My goal for this paper is to show my district that using a supplemental phonics program aside from our basal phonics program will prove beneficial to strategic readers who fall below grade level.

children learning to read and write, as well as being an important predictor of reading in

I have been working with Colin for the past year to assist him with auditory processing and phoneme awareness skills. Following completion of The

Initial assessments revealed that Cormac has strong listening comprehension and with support and explicit instruction in decoding (print skills) and sight word recognition, Cormac has the ability to read at a higher level. His strengths in certain phonics include many of the early emergent literacy skills such as letter identification and letter sound correspondence as well as initial sound identification and phoneme segmentation. He demonstrates weaknesses in sight word automaticity, effective use of the three cueing systems, and decoding unfamiliar CVC words with short vowels as well as phonograms, phoneme blending and phoneme substitution.

To determine Bailey’s reading level, she was given reading assessments including the Bursuck & Damer Advanced Phonics Diagnostic assessment and a Qualitative Reading Inventory (QRI-6) which includes a word identification list. The phonics assessment was given to help analyze her phonic awareness and phonics skills to determine if she had an understanding of letter/sound correlation which will affect decoding ability. The evaluation tested numerous phonics aspects including several vowel combinations, consonant diagraphs and blends, other letter combinations, contractions, inflectional endings, hard and soft ‘C’/’G’, prefixes, and suffixes. These skills help to read words that are not recognized by sight. Word identification list can also help determine the passage level to begin with. The QRI-6 analyzed other components of reading including fluency, background knowledge, skill use, and

Ehri’s Phases of Word Reading and Spelling Development has four different phases that are used to describe the progressive stages of a reader. The first phase is the Pre-alphabetic phase, in this phase there is no letter to sound consciousness only visual features of a word which the students use as a reminder of how to read the words. Phase two is the Partial Alphabetic. When readers are in this phase they use some of the letters in the word (mainly the first and the last letters) to attempt to pronounce the word. Phase three is the Full Alphabetic Phase. In this phase the readers are now able to use and understand the alphabetic connections in words. The readers are now able to map graphemes to phonemes of words that have been read to them

At this stage, students are aware of letter formation, print knowledge, how to alphabetize and phonological and phoenemic awareness as taught in Level K. New skills include segmenting words into syllables and syllables into sounds (up to 5 sounds), short and long vowels when given letters or sounds, identification of the structure of words such as blends, digraphs, base words, suffixes and syllable types including closed and vowel-consonant-e syllables. Students are expected to read and spell closed and vowel-consonant-e syllable type words, name sounds for r-controlled vowels and for vowel digraphs and vowel diphthongs, how to read and spell compound words and other words with two syllables, how to read and spell words with “s”, “es”, “ed”, and “ing” suffixes, and how to read and spell words with unexpected vowel sounds. Students will learn to read and spell words with CVC, CCVC, CVCC, CCVCC, and CVCe. They will read and spell 100 high frequency words including a list of trick words and they will read and spell targeted high-frequency, non-phonetic words. Students will begin to produce sentences using vocabulary words, will read about 60 words per minute with fluency and comprehension,

Language and literacy play a huge role in childhood development. In this paper I will be discussing the topic, letter and word recognition. My standard states; with modeling and support, recognize and name some upper and lower case letters in addition to those in first name. The activity I chose for this standard is called matching alphabet rocks. I chose this activity because of Marzano’s Nine Essential Instructional Strategies, but I focused on the firth strategy. The strategy states that nonlinguistic representations have been proven to stimulate and increase brain activity. In this activity students will match their lower case letters to their upper case letters. I will set up this activity by having lower case letters written on the rocks

Reading begins with a foundation in spoken language. Children must understand the relationship between the ways words sound and how they look and relate to one another on paper. Early exposure to reading and writing introduces children to emergent literacy. They learn that printed words are meaningful, there are different forms of printed matter, there are rules for spoken language transcribed and there are some predictable conventions of written language. Children are effective readers when they exhibit phonological awareness and are capable of identifying distinct sounds that make up words. When presented with phonological awareness,

Research now fortifies that reading development finds its substructure in oral language abilities (Catts, Adlof, & Weismer; 2006; Dickinson, Golinkoff, & Hirsh-Pasek, 2010, Duke, Pressley, & Hilden, 2004; McArthur, Hogben, Edwards, Heath, & Mengler, 2000; Nation, et al., 2004; Storch &Whitehurst, 2002). However, the categorical nature of the relationships among oral language skills and reading development has been arduous to pinpoint. It is well documented that early reading development is most impacted by phonologically-predicated language skills. Phonologically-predicated language skills refer to the ability to identify and manipulate the sounds of language as they are applied to incipiently acquired and developing reading and indicting tasks (Catts, Fey, Zhang, & Tomblin, 1999). These phonological language skills contribute most significantly to the acquisition of word reading (Goswami & Bryant, 1990; Snowling, 2000; Storch & Whitehurst,

However, among all of these reading skills that are traditionally evaluated, the one that appears to be strongest predictor of their later reading and spelling abilities is letter identification. The reason behind it is knowing letter names is strongly related to children’s ability to remember the forms of written words and their ability to treat words as sequences of letters. In order to have fun fluency with letter identification, they must be able identify letter names in and out of context and sequence. It is not just accuracy of letter recognition, but the automaticity that comes from practice and familiarity, that contribute to eventual reading success. This proves just how important for children to succeed in letter recognition at the beginning of their academic career.

10). Thus, instead of calling the letter A, call it aah- short sound. Isolating individual phonemes (sounds) lets children command the system that makes up words and is the basis of reading. To identify unfamiliar words, children can sound each single sound apart and slide it back together to make a word (Barrington, 2015). Decoding difficult words enhances fluency and spelling. However, high frequency words may be memorised, as they are difficult to decode. Although word recognition, decoding, and fluency are building blocks of effective reading, the ultimate goal of reading is to comprehend text. Comprehension is a prerequisite for acquiring content knowledge and expressing ideas and opinions through emergent literacy. Reading age-appropriate books and the correct level encourages children to read, as they understand what they are

After the completion of these assessments, Lucy’s reading skills continuously improve by practicing reading strategies for word study that begin at the transitional long vowel patterns within word patterns stage. Word Study strategies should start as a teacher-directed two-step sort that examines the CVC,