Word Recognition Skills & Strategies
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Transcript of Word Recognition Skills & Strategies
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INSTANT
RECOGNITION
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Mature readers identify words with
remarkable speed and accuracy.Beginning readers recognize very few
words instantly.
Developing readers also need to learn to
recognize high-frequency words instantly
because many of them are not phonically
regular.
Developed by teachers pointing out thewords, by variety of game-like activities,
and by writing those words.
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CONTEXTCLUES
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Semantic / meaning clues
There are general semantic clues.Example- When reading a story about
cats, good readers develop the expectation that it will contain words
associated with cats.
Syntactic/Word Order Clues
In the previous example, the order of thewords in the sentence indicates that themissing word must be a verb.
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Picture Clues
Illustrations can often help with the identification
of a word.
CC are often helpful, but they are not specific
enough to predict the exact word.CC allow readers to crosscheck their
identification of words.
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WORD
STRUCTURECLUES
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Many groups of letters that
occur frequently in words.Generally perceived by more
mature readers as clusters ofletters.
Letter groups- prefixes,
suffixes,inflectional ending.
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ANALOGY
CLUES
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As readers build an increasing store of words.
That they can recognize with little effort, they
use the words they know to help them recognize
words that are unfamiliar.
Building phonemic awareness for onsets and
rimes builds a foundations for being able toidentify simple words and syllables by analogy.
Advantage to use of anagoly strategies is that
vowels, which can be variable in the sounds
they represents are much more stable withinrimes.
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RESEARCH DEFINITIONS
Exploring the vocabulary of
reading and pactice candeepen families and educators
understanding of how reading
is taught and learned.
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How phonemes/speechsounds, are connected
to print
Ability to decodeunfamiliar words
Ability to read fluently
Sufficient backgroundinformation andvocabulary information
to foster readingcomprehension
Development ofappropriate active
strategies to constructmeaning from print
Development andmaintenance of amotivation to read
Reading- complexsystem of deriving
meaning from print thatrequires all of the
following:
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COMPONENTS
OFREADING
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Phonemic awareness
Ability to notice , thinkabout & work with theindividual sounds in spoken
words
Phonics
Relationship between theletters of written language
ang the individual sounds ofspoken language
Fluenc
Ability to read a textaccurately and quickly
Voca ular
The words we must know tocommunicate effectively.
Comprehension
The reason for reading.
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READING PROFILESA reading profile is a picture
of a readers strengths and
needs in the componentsskills.
Ican be presented in severalways.