Strategies for Teaching Word Recognition and Print Concepts
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Assessment Traits
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Assessment Description
When teaching students to recognize words in print, teachers can use a variety of activities before, during, and after reading to help students understand words, word meanings, and how words go together. Utilizing appropriate strategies that incorporate print concepts will help increase students’ word recognition skills.
Use the “Recognizing Words in Print Template” to complete this assignment.
Part 1: Strategies
Research and summarize, in 250-500 words, a minimum of five strategies for teaching word recognition and print concepts to elementary students with language delays or disabilities. Keep in mind strategies that help students monitor for their own errors. Within your summary, identify the conditions under which the identified strategies are intended to be delivered (e.g., content area, class setting, required resources, if intended for a specific type of disability).
Support your findings with 2-3 scholarly resources.
Part 2: Activities
Identify a small group of 2-3 kindergarten students, using the “Class Profile,” who would benefit from further development of their word recognition or print concepts skills.
Identify a text appropriate to use with the small group identified.
Draft a 250-500 word outline summarizing three activities to reinforce word recognition and print concepts, utilizing the identified text.
Be sure to incorporate at least three of the strategies from Part 1 into your activities.
Part 3: Rationale
In 250-500 words, rationalize your instructional decisions from Part 2. Be sure to explain how the identified strategies and activities enhance the language development of the students in the identified small group. Cite the “Class Profile” where appropriate.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Attachments
SPD-560_T3_Recognizing Words in Print
Recognizing Words in Print Template
Part 1: Strategies
* Strategy 1: One effective strategy for teaching word recognition and print concepts recognizes sight words. This is especially beneficial for elementary students with reading learning disabilities or dyslexia. Recognizing sight words can help students improve their reading comprehension and spelling skills. They build a mental database of words and their meanings, which allows them to understand other words in context. The Dolch List and the Edward Fry List are two commonly used lists of high-frequency sight words taught to new readers (Castles et al., 2018). The teachers can use flashcards to utilize this strategy. Students cannot avoid making errors. Some sight words will be unrecognizable; therefore, the students need correction. The correction will allow the students to identify that their answers are incorrect, and they will have a chance to learn the new words.
* Strategy 2: Shared reading is another good strategy for teaching word recognition and print concepts, especially to students with autism. It is reading aloud to students while engaging and interacting with them. It is a strategy that has had numerous positive effects on children (Boyle et al., 2019). Various books can be utilized during shared reading. However, the words that the learners must read must already be highlighted by the teacher. Teachers must also demonstrate the shared reading process, then give students a few minutes to try it before pausing the class to provide feedback. Praise and make suggestions, then reset the timer and let them get back to work. Now, in this part of the process, the students can already determine the mistakes that they will commit.
* Strategy 3: Chunking is another good strategy for teaching word recognition and print concepts. It provides significant advantages for readers of older age who are still developing their knowledge of compound words. This activity for elementary students will assist them in identifying words that they are already familiar with, but those words in context, and determining whether they fit the sentence. The student will recognize and identify the specific word “families” by sounding out the chunks and then putting them together (Hussein et al., 2019).
* Strategy 4: Analogizing entails recalling previously learned words and using parts of the spellings to read new words with similar spelling or syllable patterns. It is a successful strategy for teaching word recognition and print concepts to elementary students with learning disabilities. The student recalls a word with the same spelling pattern as the unfamiliar word and makes it rhyme with the remembered word. The pronounceable word parts strategy necessitates an extensive collection of sight chunks, such as -ing, -ight, and -tion, that students can connect to identify words. Many English words contain groups of letters that have the same appearance and sound. Words are read using these groups of letters, known as “patterns.” If readers can read a single word, they can also read many words using the same pattern (Gonzales-Frey & Ehri, 2021).
* Strategy 5: Decoding is a strategy for teaching word recognition and print concepts. The process of converting printed words into speech is known as decoding. The student must match letters to sounds, blend the sounds, and figure out what word is represented (Caravolas et al., 2019). The students identify most words they have heard but never seen in print and sound out words they do not know. The teacher must explicitly present phonics to the students to learn how to decode.
Part 2: Activities
Class Profile: 2 kindergarten pupils, both with learning disabilities.
Reading Material: “The Wonderful Wizard of Oz” by Frank L. Baum (Common Core State Standards Initiative, n.d.).
* Activity 1: Before reading the story “The Wonderful Wizard of Oz,” the st...