Teaching Word Recognition Skills

Teaching Word Recognition Skills, 6/e

Lee Ann Rinsky, DeAnza College

Published November, 1996 by Prentice Hall Career & Technology

See other books about:
Reading Methods Supplementary Texts-Curriculum and Instruction

Summary

This classroom-proven text prepares both pre-service and in-service teachers for the teaching and assessment of all word recognition skills. Balanced in approach, it incorporates the best from traditional approaches and whole language, and — unlike many texts that focus only on phonics — it encompasses all of the important word recognition areas: phonics, sight words, roots, affixes, word families, the use of context, and use of the dictionary. It facilitates the learning of word recognition skills and provides model lessons and activities to help teachers teach these skills to students and classrooms in elementary and middle schools. In addition, the book stresses the need to adapt and modify word recognition strategies as children progress through the grades.

Features

Can serve as a tool for self-directed learning of the word recognition skills — students can pace themselves with minimal assistance from the instructor.
Encompasses ALL word recognition areas, including phonics, sight words, roots, affixes, and word families.
Extensive classroom activities in readiness, blending, use of content clues; use of word elements, syllabication, and use of the dictionary.
The English sound-symbol relations are presented and mastered systematically, and a final chart sums up and simplifies the information.
Section on meeting the special needs of students — helps classroom teachers effectively fill the needs of Spanish-speaking ESL students, African-American dialect, and the Asian student.
End-of-Chapter Summaries.
“Quick Self-Check” exercises at the end of selected sections.
NEW—Reorganized into chapters rather than parts to simplify use.
NEW—Additional review questions added to many quick self-checks.
NEW—Further suggestions for beginning to read.
NEW—Handwriting modeling and classroom suggestions.
NEW—Additional activities in readiness, blending, and context clues, as well as activity guides for parents.
NEW—Model lessons in teaching phonics in a variety of reading programs, e.g.:

In a curriculum that uses a basal reading series as a core component.
In a curriculum that uses a commercial reading program.
In a curriculum that is based on the balanced whole language approach.

NEW—Section on additional oral/writing activities.
NEW—A section on spelling and its relationship to decoding, with traditional and creative activities.
NEW—A revised section on using computers to teach word recognition skills now includes specific software recommendations.

Table of Contents