1. Chapter 7: Irregular Word Reading Heather Ginn

2. What? What are Irregular Words? –Words that cannot be decoded by sounding out. Two Types of Irregular Words: –Permanently = one or more sound/spellings in the word are unique to that word or a few words and therefore are never introduced. –Temporarily = one or more sound/spellings in the word have not yet been introduced.

3. What? How to Teach Irregular Word Reading: –Focus on automatic recognition by repeated exposure (more difficult words require more practice). Difficulty is based on: –1: the # of irregularities in the pronunciation of its sound/spelling correspondences. –2: whether or not the word is in a students oral vocabulary. –Word banks and word walls.

4. What? Sequence of Introducing Irregular Words: –Word Frequency = Introduce high-frequency irregular words first. –Word Similarity = Introduce similarly sounding irregular words at different times with enough time in between for students to master the first before learning the second. –Word Relationship = Introduce pairs of irregular words that contain similar letter patterns, or phonograms, in sets.

5. Why? The rewards for learning [high-frequency] words thoroughly and reliably are smoother, less effortful reading and perhaps a greater inclination to read independently (which in turn may also increase a students store of instantly recognized words). ~ OConnor, 2007

6. When? When to Teach Irregular Words: –They need to be systematically introduced, practiced, and then cumulatively reviewed. –Introduce irregular words after students can read regular CVC words at a rate of about 1 word every 3 seconds. –Start with one irregular word per lesson, and slowly work up to 5-7 irregular words per lesson.

7. When? When to Assess and Intervene: –Monitor each irregular word separately and frequently by asking students to read aloud from a set of previously introduced words. Monitoring Timeline At or above grade level Slightly below grade level Significantly below grade level Every 4-6 weeksEvery 2 weeksWeekly

8. When? GUIDELINES Introduce high- frequency words before low frequency words. Do not introduce too many words at once. Introduce new words before they appear in connected text. Cumulatively review previously taught words every day. Provide opportunities for students to use the words.

9. How? Irregular Word Reading: –Sound-Out Strategy = examine all the letters in the word and then point out the irregularity in one or more of the words sound/spelling correspondences. Introduce irregular words. Practice irregular words. Word reading for automaticity. Apply to decodable text.

10. How? Irregular Word Reading: –Spell-Out Strategy = based on a format described in SIPPS (Shefelbine and Newman 2004) and targets words that are irregular at one point, but may not be irregular permanently. Introduce irregular words. Practice irregular words. Word reading for automaticity. Apply to decodable text.

11. Conclusion An irregular word is basically a word that the student does not have the phonics skills to read. ~Carnine et al., 2006 These words must be introduced and regularly reviewed and assessed again and again!