Exam 5: Word Recognition
A colleague of yours, Mrs. Garcia, is a new teacher and wants to know if you can provide advice about helping students use a systematic way to recognize words. Explain the five steps of the word-recognition procedure that is described in this chapter.
Sure, I'd be happy to help Mrs. Garcia with some advice on helping students use a systematic way to recognize words. The five steps of the word-recognition procedure described in this chapter are as follows:
1. Phonemic Awareness: This step involves helping students understand the relationship between letters and sounds. It includes activities such as identifying and manipulating individual sounds in words, blending sounds to form words, and segmenting words into individual sounds.
2. Phonics: In this step, students learn the relationship between letters and sounds, and how to use this knowledge to decode and recognize words. This includes understanding letter-sound correspondences, blending sounds to read words, and segmenting words into individual sounds for spelling.
3. Vocabulary Development: This step focuses on helping students understand the meaning of words, including both sight words and words that can be decoded using phonics. It involves activities such as learning the meanings of new words, using context clues to determine word meanings, and developing a rich and varied vocabulary.
4. Fluency: Fluency refers to the ability to read with speed, accuracy, and expression. This step involves activities such as repeated reading of texts, practicing reading with expression, and developing automaticity in recognizing words.
5. Comprehension: Finally, the word-recognition procedure includes a focus on comprehension, or understanding the meaning of the words and the text as a whole. This step involves activities such as asking and answering questions about the text, making connections to prior knowledge, and summarizing the main ideas of the text.
By guiding students through these five steps, Mrs. Garcia can help them develop a systematic approach to recognizing words and becoming proficient readers. I hope this information is helpful for her!
Why is consulting the dictionary a last resort for word recognition?
Consulting a dictionary is often considered a last resort for word recognition for several reasons:
1. **Contextual Learning**: People typically learn and recognize words more effectively in context. When encountering a new word while reading or listening, the surrounding words and the overall situation often provide clues to the word's meaning. This method of learning is more natural and helps with long-term retention.
2. **Efficiency**: Looking up words in a dictionary can be time-consuming, especially if it happens frequently. It interrupts the flow of reading or conversation and can be impractical in many situations. Therefore, people tend to rely on quicker methods of word recognition, such as inferring meaning from context or asking someone directly.
3. **Cognitive Effort**: Using a dictionary requires a cognitive shift from the task at hand (such as reading for comprehension) to the task of searching and understanding a dictionary definition. This shift can be mentally taxing and may not always result in a clear understanding of the word as it is used in its specific context.
4. **Development of Language Skills**: Regularly relying on a dictionary can hinder the development of important language skills, such as inferring meaning from context, deducing meanings of words based on word parts (prefixes, suffixes, roots), and developing a sense for the language through exposure and practice.
5. **Accessibility**: A dictionary may not always be readily available, especially in situations where immediate understanding is necessary, such as in conversations or when reading signs and instructions. People need to be able to recognize and understand words without the aid of a dictionary.
6. **Variations in Usage**: Dictionaries often provide the most common definitions of words, but they may not capture all the nuances of how a word is used in different contexts or regions. Therefore, relying solely on a dictionary might not provide a complete understanding of a word's meaning in a specific context.
7. **Language Evolution**: Language is constantly evolving, and dictionaries may not always be up to date with the latest usage, slang, or newly coined terms. In such cases, a dictionary may not be helpful at all for word recognition.
In summary, while dictionaries are valuable resources for understanding the precise definitions of words, they are often used as a last resort due to the importance of contextual learning, the need for efficiency, the cognitive effort involved, the development of language skills, issues with accessibility, variations in usage, and the evolving nature of language.
If the meanings of the words surrounding the unfamiliar word help to identify it for the reader, the reader is using _______ clues.
semantic
During guided reading, one of your first-grade students is reading a sentence and becomes "stuck" when trying to read the word orphan . You know that it's important to provide coaching rather than simply telling him the word. List at least three questions that you could ask him that would could assist him in recognizing the word.
A parent of one of your first-grade students writes you the following email:
Dear Brian's Teacher,
I am worried about Brian's ability to learn to read because he tells me that he does not practice flash cards in school too much. I thought that being able to read sight words was the most important goal in teaching beginning readers. I remember spending lots of time when I was in school practicing sight words on flash cards. Why is this no longer happening in first grade?
Sincerely,
Mrs. Martin
Write a response to Mrs. Martin to explain your philosophy about teaching sight words. Be sure to include a theory or research study in your reply.
The recognition of words without conscious thought is referred to as _______.
_______ is a form of scaffolding students' learning by supplying cues.
Phonics involves the association of speech sounds, or _______________, with printed symbols, or _____________.
Which represents the first layer in the word study instruction sequence?
Before reading a story, going through the selection and analyzing the pictures for information is called a _______ _______.
Using familiar prefixes, root words, and suffixes to help in word recognition is called _______ analysis.
A recognized list of 220 common terms used as a resource to teach sight words is the
All the following are aspects of structural analysis except
Suppose you are a first-grade teacher with a student having difficulty with word recognition. Explain three ways that you could use context clues to help the student with this difficulty.
As a teaching strategy, presenting unknown words along with known words in specific ratios is the
What is the place of reading connected text in a word-recognition program?
Children learn early to recognize some sight words by visual _______, or shapes.
In figuring out the pronunciation of an unfamiliar word, students should
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