[Book Cover]

Word Indentification Strategies: Phonics From a New Perspective, 2/e

Barbara J. Fox, North Carolina State University

Published June, 1999 by Prentice Hall Career & Technology

Copyright 2000, 260 pp.
Paper
ISBN 0-13-020342-4


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Summary

This text or supplement is appropriate for Reading Methods courses. This text examines the role of phonics instruction in a balanced reading program and offers teaching techniques to accomplish it. It explains the spoken and written language base for word identification strategies, how strategies emerge, and how readers progress to the use of advanced, streamlined strategies. By shifting the focus from isolated letter-sound learning towards transferable strategies, this text reshapes the way future teachers will introduce word identification strategies into classroom activities.

Features


NEW—Integrates 73 learning activities throughout the book for instructors to use when teaching word identification.

  • Gives the student a variety of teaching activities from which to choose.
NEW—Offers a concise explanation of the letter-sound relationships of phonics.
  • Helps the student learn and understand the letter-sound relationships that are taught.
NEW—Discusses seven word identification strategies that children develop during the process of becoming accomplished readers.
  • Allows the student to know where children are on a continuum so as to plan and implement effective instruction. NEW—Uses children's writing to show the relationship among word identification strategies, word recognition abilities, and spelling.
NEW—Expands the focus on children who need extra help: profiles readers who have difficulty, examines examples of children's work, and supplies specific teaching suggestions for readers in need.
Introduces teaching suggestions that follow a practical, three-step plan of exploration, guided practice, and transfer.
  • Gives the student a model to follow when planning and implementing instruction. Demonstrates how to match what is taught to what children need to learn.
  • Helps the student meet individual needs.
Provides guidance regarding behaviors most likely to occur and offers a basis for choosing appropriate learning/teaching activities.
  • Allows the student to recognize what children need to learn to develop increasingly streamlined word identification strategy.
Includes comprehensive appendices which include: 1) a list of long and short words that share a common spelling, 2) a compendium of spelling-to-sound relationships in English, and 3) lists of commonly used prefixes, suffixes, and Greek and Latin roots.
  • Provides the references the student needs when planning and implementing instruction.


Table of Contents
    1. Word Identification in a Balanced Reading Program.
    2. Becoming Aware of Language: Insights Into Print and Phonemic Awareness.
    3. Early Strategies: Using Logos, Pictures, Smudges, and Rudimentary Letter-Sound Associations to Identify Words.
    4. The Analogy Strategy with Onsets and Rimes: Using Familiar Words to Identify Unfamiliar Words.
    5. The Letter-Sound Strategy: Identifying Words by Their Letters and Sounds.
    6. The Multiletter Chunk Strategy: Using Groups of Letters to Identify Words.
    7. Children Who Need Extra Help.
    Appendix A: Rimes.
    Appendix B: Letter-Sound Neighborhoods.
    Appendix C: Prefixes.
    Appendix D: Suffixes.
    Appendix E: Greek and Latin Roots.
    Appendix F: Generalizations for Adding the Suffixes.

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