1. Katie Shriver Danielle Tevlowitz Kristie Harris

2. Word recognition includes the following elements:  Recognizing words without conscious attention  Recognizing words without attending to every letter  Using parts of words to quickly identify new words  Connecting unknown words to known word (analogies)  Connecting spelling with word meaning (homonyms, plurals, tenses) Elements of Word Recognition

3.  Readers make use of non-visual information already stored in the brain; prior knowledge reduces the amount of information required to identify entire words  Tunnel Vision- state of incomprehension occurring when the brain is overloaded with visual information; happens when reading too slowly, attempting to sound out words letter by letter, and when readers lack background knowledge/material is too difficult  Sight words are best learned using the whole- part-whole approach

4.  Word Recognition Activity  Your brain is capable of identifying: *4-5 single random letters per second *2+ words per second; 10-12 letters per second- when letters are organized, or ‘chunked’, into words  When words are organized in grammatically correct sentences, the brain can process four times the amount it can handle when identifying random letters. (e.g., I love to read.)

5. 1. Syntactic- system of grammar and sentence structure; noun follows a verb (making sense of text through flow of sentence; what fits in the sentence) 2. Semantic- refers to the meaning of words, sentences, & longer passages in language; figuring out the meaning of words in the context of a sentence (homonyms cause confusion because words have double meanings) 3. Pragmatic- refers to the situational context of a word, sentence, or passage; impacted by prior knowledge and previous experiences; all readers’ experiences are different (students in Hawaii may not recognize ‘blizzard’) 4. Graphophonic- refers to relationships between letters and their sounds; phoneme- smallest unit of speech sound; grapheme- written representation of the phoneme

6.  Word Knowledge *Receptive Vocabulary- a bank of words a student can understand during conversation; listening vocabulary *Expressive Vocabulary- vocabulary students use during speech or writing *Sight Words- words that do not conform to pronunciation rules *Sight Vocabulary- words that students recognize in half a second or less  Word Analysis Skills *Context Clues- rhetorical knowledge, schema, and picture clues that a student can use to figure out unknown words *Visual Analysis of Monosyllabic Words- the ability to break words into smaller known parts to figure out unknown words *Blending Polysyllabic Words- the ability to blend the smaller parts (single syllables) of words together to make whole words *Structural Analysis- the ability to distinguish frequently used prefixes and suffixes form root words and the knowledge of how they affect the meaning of words *Morphemic Structure- understanding how root words with different affixes (prefixes & suffixes) form different parts of speech (e.g., music, musician, musical)

7. “Proficient readers use visual information for print and graphics; put together the information to gain the literal meaning of the text; and remember it while reading, thinking beyond the text.” (p. 127) Have struggling readers…..  learn how to use the four cueing systems  learn the components of word identification  increase their range of strategies for analyzing words

8. ~First assess struggling readers as they read/write, then address specific skills that meet their particular needs:  1- Word identification skills  2- Receptive and expressive vocabularies  3- Sight words  4- Sight vocabulary  5- Context clues  6- Visual analysis of monosyllabic words  7- Blending polysyllabic words & structural analysis

9. Word Identification Skills (pg. 138)  Guided Reading- small group instruction of learners with like abilities & needs Receptive & Expressive Vocabularies (pg. 139)  Wordless Books- encourage discussion of pictures/text features to enhance schemata  Picture Books- use pictures to help readers decode text and build vocabulary

10. Sight Words (pg. 140)  Match the Word- match words on sticky notes to word in text  Dolch List Bingo- enhancing automaticity through quick recognition when word is called Sight Vocabulary (pg. 141)  Unscramble the Sentence- after reading short poem/story, sequence sentences on separate strips  Personalized Flash Cards- create readily accessible cards for recurring unknown words to gain sight recognition  Personal Word Walls- create individual lists of unknown/tricky words; possibly related to a concept being learned  Unscramble to Word- cut out individual letters of vocabulary words new to student and practice assembling  Technical Terms- identify new words & familiarize student with words before reading a text; usually with concept books

11. Visual Analysis Monosyllabic Words (pg. 144)  Toss the Cube- creating words with a given set of letters; help students recognize smaller elements within monosyllabic words Blending Polysyllabic Words and Structural Analysis (pg. 144-147)  Compound Words- help students see smaller parts within words; cards with words that can be combined to create compound words  Affixes Word Study- separate root words from added prefixes/suffixes and practice matching to create new words/meanings  Personalized Word-Part Dictionaries- student creates personal dictionary defining various prefixes, suffixes, and root words  Morphology Rummy- engaging game to help students define and understand prefixes, suffixes, and root words

12.  Activity

13. Formal Assessments:  Diagnostic Reading Scales  Gates McKillop-Horowitz Reading Diagnostic Test  Gray Oral Reading Tests  Gilmore Oral Reading Test  The Durrell Analysis of Reading Difficulty Informal Assessments:  Checklists  Assessing Receptive Vocabulary  Assessing Sight Words  Assessing Sight Vocabulary  Assessing Context Clues  Assessing Visual Analysis  Assessing Blending  Assessing Structural Analysis