Macy Bombard
Used Interchangeably:
- Word Attack
- Word Analysis
- Word recognition
- Decoding
- All of these terms can be used interchangeably to define word identification
- All suggest act of translating print into speech through analysis of letter-sound relationships
- Phonics
- Word Identification: Putting a name or label on words that are encountered in print. Encompasses use of multiple cues to identify unfamiliar words.
Word Recognition: immediate identification. Sometimes referred to as sight-word recognition or sight vocabulary. A readers’ ability to recognize words rapidly and automatically. Involves making associations between particular spellings, pronunciations, and meanings by applying knowledge of letter-sound relationships.
Phonics: A tool to pronounce words by associating sounds (phonemes) with letters (graphemes). Involves immediate word identification
Prealphabetic Phase: Also called logographic or visual cue phase. Occurs before development of alphabetic knowledge. Children can recognize some words at sight. Occurs during preschool. Words identified are often environmental print.
Partial Alphabetic Phase: Students start to develop some knowledge of letters and can notice letter-sound relationships. Emerges during kindergarten and 1st grade for most children. Students remember how to read specific words by detecting how a few letters correspond to sounds in the word’s pronunciation.
Full alphabetic Phase: Occurs when readers identify words by matching all of the letters and sounds. They understand the letter-sound relationship enough to decode unfamiliar words. Student can sound out words
Consolidated Alphabetic Stage: Student relies less on individual letter-sound relationships. Now they use their knowledge of letter patterns to speed up the process. They are able to analyze chunks of letters within words. At this stage, the reader can segment words into sounds units onsets (Initial consonants and consonant patterns that come at the beginning of syllables) and rimes (vowels and consonants that follow them at the end of syllables.
Analytic Phonics: “whole-to-part” instruction. Children first learn the whole word and then they analyze individual parts. Lessons rely heavily on workbooks and practice exercises.
Synthetic Phonics: Teaching sounds in isolation, then blending the sounds to form words.
Digraphs: Two vowels that are adjacent to one another. First vowel is usually long and the second is silent. oa, ee, ea, ai, and ay.
Consonant Blends: 2 or 3 consonants grouped together. Each letter keeps its sounds. Examples: bl, cl, fl, gl, pl, sl, br, cr, dr, fr, gr, pr, tr, sc, sk, sm, sn, sp, st, sw, scr, spr, str.
Diphthongs: Sounds that consist of a blend of 2 separate vowel sounds. Oi, oy, au, aw, ou, ow. These typically are not taught formally.
Syllables: Vowel or cluster of letters obtaining a vowel and pronounced as a unit. Phonograms are syllables. The number of syllables in a word is equal to the number of vowel sounds. Patterns: VCCV, VCV1 (when 1 consonant is between 2 vowels. Division is before the consonant. Ex. re-view), VCV2 (when using VCV pattern1 doesn’t result in a familiar word, divide after the consonant. Ex. sal-ad).
Analogy-Based Instruction: Children are taught to recognize onsets and rimes as they learn to decode unfamiliar words. Notes that children learn to read words better in context than out of context and that “chunking” words is what good readers do. Focuses on having children compare and contrast words they already know in order to figure out unknown words. Favored by teachers who believe that children need to actively engage in word study to make words, learn spelling patterns, and draw analogies between known and unknown word parts.
Embedded Phonics Instruction: Associated with holistic, meaning-centered teaching. Children should be cognizant of what they are learning and teaching must be multifaceted and meaning centered. Some claim it’s not systemic and intensive enough and tends to be incidental.
Phonograms: Letter clusters that help form word families or rhyming words
Making Words: Steps
- Decide on rime you wish to practice, develop a rime card for each of the students
- Develop set of consonant letter cards for each student that can be used to make words with rime that has been targeted for practice
- Direct students to use the letter cards to make the first word
- Invite students to now change the word
- Repeat the activity until all of the words have been made
Cloze Procedure: Strategy in which words or letters are omitted from text and students are required to fill in the blanks using information from the passage. Cloze passages can be constructed from materials that are at first relatively easy to read
- Selective word deletion
- Systematic word deletion
- Partial word deletion
Cross-Checking: Rereading a sentence or two to “cross-check” or confirm, modify, reject- probable pronunciations of unknown words encountered during reading. If the sentence makes sense, the meaning confirms the reader’s cross-checking.
Structural Analysis: Involves identifying words through meaningful units such as prefixes, suffixes, and root words
Morpheme: smallest meaningful unit of a word
Inflected Endings: suffixes that change the tense or degree of a word but not its meaning
Classroom Connections: This chapter was a lot of review but was helpful to brush up and review terms that we have already learned. This chapter also gave a lot of examples of each concept which will be helpful to refer back to.
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