Early Identification of Children with High Risk of Reading Failure

1. Seymour Feshbach, Ph.D.

1. Howard Adelman, Ph.D.
1. Williamson W. Fuller
1. Psychology Department, University of California, Los Angeles, California 90024.

Abstract

Two alternative models for identifying kindergarten age children with a high risk of becoming reading
failures are compared. One model places primary emphasis on psychometric test procedures assessing
linguistic and perceptualmotor skills related to reading readiness. The alternative strategy is based upon
the kindergarten teacher's evaluation of the child's skills and behavior, with particular emphasis on the
discrepancy between a child's specific competencies and those required for success in a particular first
grade classroom. Significant and encouraging correlations were obtained between the various measures
taken in kindergarten and reading achievement test scores obtained at the end of first grade.
Three diagnostic patterns of reading disabilities.

Fuller, Gerald B.; Friedrich, Douglas

Academic Therapy, Vol 10(2), 1974-1975, 219-231.

ABSTRACT
1. Presents a study of a systematic approach in evaluating the utility of establishing 3 reading disability
subgroups. Using Rabinovitch's 3 reading groups (Primary, Secondary, and Organic), 62, 55, and 55 10
yr olds, respectively, were administered the (a) WISC, (b) Illinois Test of Psycholinguistic Abilities (ITPA),
(c) Hawthorn Concepts Symbolization Test, (d) Wide Range Achievement Test (WRAT), and (e) Durrell
Analysis of Reading Difficulty. Results clearly support the concept that the 3 subgroups of readers do
have unique behavioral characteristics. (2 p ref) (PsycINFO Database Record (c) 2012 APA, all rights
reserved)

1. SUMMARY. Detailed information was collected by interview from a sample of 30 first-year education
students, who took part in a learning experiment and described their approaches to their normal studies.
It was found that the distinction between holistic and atomistic cognitive approaches was consistent over
different occasions when students were asked to read and to recall their knowledge of the two texts in the
experiment. This concept of cognitive approach also had a functional relationship with academic
attainment, helping to explain not only examination success, but also other aspects of the students'
approaches to studying. Conducted a 5-yr longitudinal study to (a) compare psychometric vs behavioral
kindergarten predictors of reading performance and (b) examine the effect on reading performance of
particular classroom and school environments. Two cohorts of approximately 850 middle-class
kindergarten children were administered a psychometric battery (e.g., the Wechsler Preschool and
Primary Scale of Intelligence and the Bender Visual Motor Gestalt Test). Also, a Student Rating Scale
consisting of 41 classroom behavior items representing 5 factors was completed for each S by the
kindergarten teacher. The scale proved equal to the best psychometric measures in predicting reading
test scores in the 1st, 2nd, and 3rd grades. Inclusion of classroom and school variables enhanced the
prediction. Particularly instructive were analyses of false positive and negative prediction patterns.
(PsycINFO Database Record (c) 2012 APA, all rights reserved)

2. ERSONALITY CHARACTERISTICS OF THREE SUB-GROUPS OF CHILDREN

WITH READING DISABILITIES
3. GERALD B. FULLER, AND SOPHIE L. LOVINGER
4.
 5.

Read
More: http://www.amsciepub.com/doi/abs/10.2466/pms.1980.50.1.303?journalCode
=pms

Reading and spelling skills in the first school years predicted from phonemic awareness skills in
kindergarten

A series of metalinguistic tasks, including segmentation and synthesis of words, were given to 143
children in kindergarten. The children were followed up in school where reading and writing achievement
was assessed with several tests and ratings. A causal model was postulated concering the relationships
between general abilities, metalinguistic competence, and reading and spelling skills. The quantitative
implications of the model were worked out by path analysis, which revealed an orderly and interpretable
picture. The most invariant and important determinant of basic reading and spelling skills was the analysis
of simple words. Failure and success in school could be predicted with high accuracy on the basis of
preschool data. Over 70% of the children were classified correctly in the extreme quartiles as to their
future school achievement. The methodological advantage of applying path analysis instead of
conventional multiple regression analysis on the present problem was discussed.

Profound misunderstandings of the implications of rhyme and analogy research (sometimes called ‘new
phonics’) for classroom teaching still appear regularly in the reading literature. It has been argued that
‘rhyme and analogy’ researchers do not believe in teaching children grapheme-phoneme
correspondences (Chew, 1997). Rhyme and analogy has also been branded as ‘analytic phonics’, which
is argued to be inferior to ‘synthetic’ phonics (Watson and Johnston, 1999). Such misconceptions are
confusing the debate over how best to teach ‘phonics’, following the publication of the National Literacy
Framework (DfEE, 1998). For example, some authors are suggesting that teachers should replace an
emphasis on phonological awareness and onset-rime with a teaching programme based on ‘synthetic’
phonics (Deavers and Solity, 1998; Watson and Johnston, 1999). This paper discusses the implications
of Goswami and Bryant’s (1990) theory about important causal connections in reading for classroom
teaching, and reviews more recent ‘rhyme and analogy’ research within this framework. New research on
the nature of the English spelling system and the representation of linguistic knowledge is also discussed.
The importance of taking a balanced approach to phonics instruction and teaching children
correspondences between letters and phonemes and letter sequences and rimes is emphasised.

Fuller Lesson 1 Day 1

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FULLER LESSON 1 Day 1I. OBJECTIVES:

Recall the details of the story.Sequence the events in the story.Match words printed on flashcards with the words in
the book.Identify and produce initial and medial /e/ sound (-etfamily).Associate names of objects/pictures with their
printedsymbolsCopy words/phrases/sentences with /e/ sound.
II. Subject Matter:
A.
Listening:
Story:
Up the Mountain
by: Dr. Nati A. SantosNoting DetailsSequencing the events in the StoryIdentification of /e/ sounds.
B.
Speaking:
Production of medial /e/ sounds.
C.
Reading:
Reading words with CVC pattern using the FullerTechnique Lesson 1
D.
Writing:
Writing the words learned under Reading
III. Materials:
pictures, flashcards, charts, worksheets
IV. Procedure: A.Presentation Activities:
1. SWART – (Start with a Reading Text)Cut a phrase from a newspaper.Let the children try to read the phrase.2.
Word for the Day-end3. Drill:Read the following letters and give its sound.4. Review:Put the pictures to its proper
initial letter.TNW
B.Listening:
1.Pre-Listening Activities
a.Unlocking of Difficult Word mountain ridebackwell
b.Motivation/Motive QuestionWhat do we do up the mountain?What do we see up the
mountain?Who went up the mountain?2.Reading of the Story ( Reading Aloud by Teacher)
(Note: Teacher recalls the standards while listening to the story)

Question: While Teacher is reading the story.1.Who will they meet next?2.How will they go up the
mountain?3.Where will Ben possibly get water to drink?3.Post-
Listening3 . 1 G r o u p A c t i v i t i e s Group 1. Dramatize your favourite part in
thestory.Question:Who went up the mountain? (Ben)What did he do there? (He got a web, and ten hen.)Group 2. Draw
the animal he catches.What does he catch? (hen)How many hen? (ten)Group 3. Sequence the events happened in the
story.3 . 2 D i s c u s s i o n Question:Who went to the mountain?What did he do there?How many hen
does he catch?How does Ben feels when he was in themountain?What can you say about Ben?4 . T e x t
A n a l y s i s Pupils match words/phrases printed on flashcardswith the words in the book.
(Teacher asks with what letter the word begins, how it sounds)
up the mountaintired and happycatch the henfeels thirstyOne day,he is playing
5.Final Reading
C.
Speaking/Reading:
Teacher lets the pupils name the picturesegg eggplantelephantelbowelk(In what letter do they
begin?)Jetnetpetgetwetmet
2.
Teacher presents the words on the chart.Teacher says the ending in the column aloud.Teacher lets the pupils read
same ending in the columnup to the last word.etbetmetgetpet

jetsetletwet
3.
Teacher lets pupils identify the initial letter(printedon flashcards) of the first word in the column sound theletter and
write the letter on the air.
4.
Teacher puts the first initial letter printed onflashcards side by side with –et and lets pupils read theword.
5.
Teacher proceeds to the next word following steps 3 and6.Teacher lets the pupils read all the words/phrases.
wet netget petset jetget betget netwet petget jetwet jetset netlet petbet jetget jet
7.Teacher lets the pupils read the sentences.
1.Beth gets the wet net.2 . J e t h a s a p e t d o g . 3.Detdet get her toy jet.4.Beth-beth get
the set of toy jet.
5.
The boy has a wet net.
Teacher lets the pupils read the story.
Jet has a toy jet.He is playing with his toy jet.His toy jet is wet.Questions:1 . W h o h a s a t o y
j e t ? 2 . W h a t i s h e o i n g ? 3.Describe the toy jet.
D.
Writing (Letter Ee): A.
1.
Teacher models writing of capital letter E on the board.
2.
Teacher writes with the pupils capital letter E-on the air-at the back of the classmate-on the desk3.Teacher calls on
pupils to write capital letter on theboard.4.Follow the same procedure (step1-3)for the small letterd.
5.
Write letter Ee on the writing notebook.
B. Copy the phrases/sentences/story learned.

V. Evaluation:
Read each item carefully. Write the letter of the
correctanswer.1. What is the medial sound of ?A . / a/B. /e
/C. /o/2. What is the medial letter of the picture ?A. eB. iC. a3. What is the missing letter in the word w
___t?A. oB. uC. e4. The medial letter of the word set net wet let is_____.A. aB. eC. s5. Which word has
a medial letter e?A. petB. potC. put

VI. Assignment:
Make a flashcard of the words learned

he National Adult Reading Test (NART) has promise as an assessment tool for the determination of premorbid intellectual
function, but needs to be modified for current use in a North American population and validated against the WAIS-R. A
revision based on American and Canadian pronunciation rules was prepared. Sixty-six unimpaired subjects were tested
with a revised NART and all subtests of the WAIS-R. Demographic variables were also recorded.Correlations between
actual VIQ, PIQ and FSIQ, and predicted IQs on the basis of revised NART score were .83, .40, and .75, respectively
(all p < .001). Prediction of IQs was more accurate with equations based on revised NART score than with demographic
variable prediction equations developed by Barona, Reynolds, and Chastain (1984).

In this article we discuss research bearing on the traditional use of the IQ-achievement discrepancy to
define specific reading disability. We initially review the evidence presented by Rutter and Yule (1975) in
support of this practice, and then discuss results from subsequent studies that have questioned the
reliability of their findings. We also discuss results from more recent studies demonstrating that the IQ-
achievement discrepancy does not reliably distinguish poor from normal readers, whereas language-
based measures do reliably distinguish these groups. We highlight results from a study we recently
completed, in which it was found that IQ scores did not differentiate between poor readers who were
found to be readily remediated and poor readers who were difficult to remediate. In view of the
convergent evidence against the use of IQ scores to define specific reading disability, we suggest that the
IQ-achievement discrepancy definition of this disorder be discarded.

A qualitative analysis of the decoding error patterns among

Filipino beginning readers transitioning to the Marungko
approach
Maria Alicia Bustos-Orosa, Maria Fe Ferrer
 Abstract

The current study focuses on the effects of previous exposure to a traditional reading approach in Filipino on
the decoding proficiency of beginning readers in preschool introduced to the explicit phonics program called
Marungko. Problems in reading Filipino words committed by five- and six-year old children in an outreach
preschool within a low-income community are analyzed using decoding error pattern analysis. The results
are attributed to the orthography of the Filipino language and the contextual variables that affect developing
reading abilities among the sample group. The researchers conclude that during transitions from one reading
approach to another, the unlearning of previously acquired letter-sound correspondences poses difficulties
even in the mother tongue.

Marungko Approach pptx by Manilyn DestacamentoPresentation Transcript

 1. Division of City SchoolsDR. RAFAEL V. PALMA ELEMENTARY SCHOOL Zobel Roxas Street,
Manila

 2. TONGUETWISTERS

 A three-toad tree-toad loved atwo-toad she-toad.Unfortunately, the two-toad she-toad did not love
the three- toadtree-toad. The three-toad tree-toad tried three times to win thelove of two-toad she-
toad, butshe-toad told the three-toadtree-toad that she loved a fat-fickle frog.3.

 Six, slim, silver slinking sheep slyly slipped through the side fence. The surprised sleepy farmer
seized his gun and shot sixteen shells in senseless frenzy. One sick sheep sank in the slimy marsh,
but others escaped.4.

 Having good reading fluency helps a reader to have good comprehension. That is what reading is all
about, decoding and comprehension. These are the two cognitive elements of reading.5.

 6. Comprehension – refers to one’sability to understand the word or words.Decoding– refers to the

child’s ability to recognize written information. “Sounding out” or “Deciphering” is one way of the
reader to learn how to read. This is the Marungko Approach in reading.

 In this approach of reading the alphabets are rather “pronounced” than read. For example: the letter
“m” would be pronounced as “mmm” not the old Pinoy style of reading it as “ma”. Another examples:
“s”---- “sss” “l” ---- “lll” “n” ---- “nnn”7.

 Examples: Consonant Sounds 1. b /b/ 6. h /h/ 11. n /n/ 2. c /c/ 7. j /j/ 12. p /p/ 3. d /d/ 8. k /k/ 13.
q/qu/ 4. f /f/ 9. l /l/ 14. r /r/ 5. g /g/ 10. m /m/ 15. s /s/Phonics - the alphabetic principle that connects
sounds with letters.8.

 9. 16. t /t/ 25. th /th/17. v /v/ 26. wh /wh/18. w /w/ 27. zh /zh/19. x /ks/ 28. ng /ng/20. y /y/21. z /z/
Vowel Sounds22. ch /ch/ 1. a /a/ 4. o /o/ 7./ē/23. sh /sh/ 2. e /e/ 5. u /u/ 8. /ay/24. th /th/ 3. I /i/ 6. a /ā/
9.o/ō/
 10. 10. u /yoo/ * Let us read through11. o /ōō/ singing to the tune12. o /òó/ of “Wheels on the13. ou
/aw/ Bus”14. oi /oi/ -The sounds in the15. o /ô/ word go /c//a//t/(3x) The sounds in the word go
/c//a//t/ Can you guess my word?

 Let us read the following CVC words: /b//i//t/ bit /h//o//p/ hop /c//a//r/ car /n//a//p/ nap /d//o//g/ dog
/f//o//x/ fox /f//u//n/ fun /m//u//g/ mug /g//e//t/ get /r//a//t/ rat Or speak in code: “ Please take out the
/t//r//a//sh/11.

 Short Vowel Sounds /ă/ as in fat, hat, pan, tag, van, fan, bag, man, /ŏ/ as in hot, lock, pot, sock, dog,
dot, not /ĕ/ as in egg, pen, led, ten, wet, hen, get, sell /ĭ/ as in sit, pin, win, mill, hill, fin, fit, pig /ŭ/ as
in mud, duck, mug, hug, luck, nun12.

 Long Vowel Sounds/ā/ as in cake, sake, make, share, chair, lane, pale, pail, jail, fare/ē/ as in Pete,
feet, heel, meet/ī/ as in pipe, like, kite, bike, hide/ō/-e as in pole, hole, tone, cone, note/ō/ as in boat,
goat, oath, coat/ōō/ as in moon, spoon, soon/òó/ as in book, took, look, hook13.

 /ū/ as in tube, cube, huge, cute, mute● Consonant Blends /bl/ as in blue, black, block, blend /br/ as
in brown, brush, brick, brother, breath /cl/ as in clap, clan, clean, clear /cr/ as in cry, crawl, crush,
crab /dr/ as in drop, drum, dress, dream14.

 15. /fl/ as inflip, flower, flow, flop, flock, flat/fr/ as in frog, free, from, friend/gl/ as in glass, globe, glee,
glimpse/gr/ as in grip, grass, grab, grand/pl/ as in play, plain, plane, plum/pr/ as in pray, prick, prom,
practice/sl/ as in sling, slide, slope, slum

 16. /spl/ as in splash, splendid, splender/st/ as in stop, stare, stair, stock, stick, stor e/str/ as in
strong, string, straight, strenght/sw/ as in swim, swan, swing, swear/tr/ as in trap, train, truck, tree/tw/
as in twin, twilight, twig

 17. One big readiness skills in OralLanguage Ability in English is togive your pupils a lot
oflistening/speaking activities inEnglish to give them familiaritywith the basic structures andcommon
English vocabulary whichthey are bound to meet in theirearly reading materials.

 18. STAGE TWO – Beginning Reading in English English is in consonancewith the GOIM (Goal-
OrientedInstructional Model) whichshould always guide you inyour decision–making inmatters
relevant to instructions.

 19. STAGE THREE – Word Recognition Skills 1. Associating objects/pictures with printed symbols in
labels, captions, etc. For example: apple

 20. cat penciltable flag

 21. 2. Using phonetic analysis through associating letter sounds with letter symbols. For instance:
bag – /b//a//g/ pen - /p//e//n/ fun - /f//u//n/

 22. 3. Using Spelling Patterns Take the Consonant – Vowel – Consonant (CVC Pattern) Guidelines:
When a word or syllable follows the CVC pattern, the vowel sound is usually short. For example: cat,
bed, sit, pot,cup, etc.

 23. In the CVCe pattern, thevowel becomes long and e issilent. For example: CVC CVCe rat (short
/a/) rate (long /a/) sit (short /i/) site (long /i/) ton (short /o/ tone (long /o/) *letter e is silent

 24. Word Families:Examples: _at _en _ill bat den bill cat pen hill fat hen kill hat men mill rat ten fill
 25. 4. Recognizing Basic Sight Words They are the most commonly usedwords in English. For
example: boy, jump, a, an, of, the, for, no, go, this, these, at, who, what, where, how, etc. Technique:
Look for the word or phrases then “frame it, say it”

 26. The answers to yourquestions does not depend onwhat your fellow teachers aredoing but rather
on how yourpupils are to begin reading inEnglish. If your pupils have theprerequisite skills,
thereadiness skills, then you tellyourself…

 27. ”GO AHEAD. START YOURBEGINNING READINGPROGRAM NOW !!!”.

 28. Thank you very much for listening….. Mrs. Marianne M. Vasquez Teacher – Grade One GOD
BLESS US ALL!!!

 Readingis acomplex, interactiveprocess using basic skillsand advance strategies tomake

meaning.29. What is Reading?

 30. BEGINNING READING INSTRUCTIONAL GUIDE FOR TEACHERS (BRIGHT)A. Discovering

the Magic of Reading (DMR) 1. Motivation 2. Unlocking of New/Difficult Words 3. Motive QuestionsB.
Constructive Meaning (CM) 1. First Reading of the Story by the Teacher 2. Second Reading of the
Story with Pupils’ Participation

 31. 3. Question and Answer (about the story) 4. Engagement ActivitiesC. Developing English
Language Competencies (DELC) 1. Preparatory Activities 2. Lesson Proper 3. Oral Practice 4.
Generalization 5.Application 6. Evaluation

 32. D. Deciphering and Decoding: Strategies and Skills (DDSS) (Marungko Approach/Phonics) 1.
Presentation of the Beginning and Ending Sound 2. Writing Letter 3. Further Practice 4. Enrichment
Activity 5. Different Activities for Group Work

 33. TEACHING BEGINNING READING IN ENGLISHSTAGE ONE – DEVELOPMENT OF READING

READINESS English is a second languageto us. To most children comingto schools for the first
time, itis a strange language. What doyou do to prepare thesechildren to read in English?What
reading readiness do youneed to develop during theEnglish period?
his module will provide information on how to skill up learners ability to work with words. It would
benefit a reader very little if he/she can recognize the forms and sounds of the letters that make up
the words, but cannot understand what they mean. On the other hand, if he/she cannot recognize
the forms and sounds of words, then they have no way of knowing what the words are and would
not be able to proceed to give meaning.

Introduction

Word recognition and comprehension are interrelated in the sense that when children read
meaningful materials, their understanding of what they are reading would help them decode
unfamiliar words. When they are taught to identify words by sounding them out phonetically,
children may not understand the whole passage. When this happens, the child has been taught
only half of the process of reading. Word recognition is a prerequisite to reading comprehension
and proficient reading, but it must be taught in context. The reason for reading is meaning, not the
isolated clusters of scribbles called letters that form words. Mature readers identify words with
remarkable speed and accuracy. Indeed, fluent word identification appears to be a requisite for
comprehending text. If a reader must slowly analyze many of the words in a text, memory and
attention needed for comprehension are drained by word analysis.

Beginning readers recognize very few words instantly. Through repeated exposure to the same
words, instant recognition vocabulary grows. It is particularly important that developing readers
learn to recognize those words that occur very frequently in print.

Developing readers also need to learn to recognize high-frequency words instantly because many
of them are not phonetically regular. Children's ability to recognize words can be developed by
teachers' pointing out the words, by a variety of game-like activities, and by writing those words.
However, it appears that instant recognition of words, especially high-frequency words, develops
best when students read large amounts of text, particularly text that is relatively easy for the reader
(Cunningham, 1995).
What is Word Recognition?

Word recognition is the ability of a reader to recognize written words correctly and virtually
effortlessly. It is sometimes referred to as isolated word recognition because it entails a reader's ability
to recognize words individually. It is the ability to identify word automatically and accurately. It is the
result of an interactive functioning of the following strategies which a reader should use to be able to
move from print to meaning:

(a) Phonetic Analysis;

(b) Contextual Analysis;

(c)Structural Analysis;

(d)Sight Word Identification; and

(e) Spelling Patterns.

Word Recognition differentiates the beginning reader from the proficient reader. It enables the
beginning reader to focus on the form and structure of printed words. On the other hand, it enables
the proficient reader to move automatically from print to meaning. We know that a predictor of
learning to read for children is rapid recognition of all the letters. "Rapid" is important because fast,
accurate performance means that a task has not only been mastered but that the learner has achieved
a level of automaticity for that task. Effortless word recognition is the main component of fluent
reading. To that end, teachers help learners acquire, by repeated exposure, a large bank of sight
words of the more frequently encountered words and, by word analysis, a bank of the less familiar
and more difficult words. If the difficult words are more frequent words in the learner's reading, these
too will become sight words. However, not all written words are regular ones that can be decoded
easily. Some words are irregular or difficult to decode.

Why is sight word recognition important?

Learning sight word recognition skills will help learners read the following:

(a) irregular words that cannot be sounded out

Examples: there, was, said, come

(b) Words that are governed by more complex spelling rules that have not yet been taught

Examples: boy, eat

(c) Longer, more complex words that are of high interest to the learner

Examples: Spiderman, Darth Vader, horse

(d) Irregular words which one or more letters do not represent their most common sounds which must be memorized and
recognized by sight

Examples: was, of, the, to, you, I, is, said, that, he, his, she, her, for, are, as, they, we, were, be, this, have, or, one, by,
what, with, then, do, there

(e) Regular words which every letter represents its most common sound.

Examples: kin is regular, but kind is not: the most common sound for i is the sound it makes in sit.

It is very important to note that high-frequency words, meaning words that occur frequently, include both irregular words and
regular words. This would bring in the relevance of word recognition skills to bridge fluency into comprehension.

What is the goal of teaching word recognition?

The goal of teaching word recognition is to enable the learner to move automatically and accurately from print to meaning
through certain decoding strategies. While accuracy and automaticity are required, these are not sufficient for the learner to be a
proficient reader. Word recognition only enables the reader to decode. They still have to develop the ability to comprehend what
he can decode.

To develop fluent reading, the teacher does not rest when his/her learners are already at the accurate level of word recognition.
The teacher gets them to do repeated reading of as many easy and enjoyable books as possible so that they will become
automatic at contextual reading. Thus, it is implied that word recognition should be taught holistically and not as an isolated sub-
skill of the reading process. It must be taught in context and not through isolated word drills or word.

What words are taught as sight words?

Reading is one of the most critical skills taught at school. It is virtually impossible for a person to live a productive life in our
society without being functionally literate. One of the most important goals in teaching young students to read is making sure
they are completely proficient with Sight Words.

Sight Words (sometimes called the Dolch’s Word List) are some of the most frequently used words in the English language.
Even though they number only about 200, Sight Words comprise approximately 50 to 70 percent of any given general, non-
technical text. Therefore, teaching Sight Words as early as possible is considered a crucial part of elementary education.

A large sight vocabulary enables learners to concentrate on meaning as they read;

a.) familiar words (those that are commonly known to the learners);

b.) low phonic regularity (those that cannot be taught phonetically or structurally) e.g.: though , thought, through, thorough; and

c.) words without visual meaning e.g.: could, should, would, either, neither etc..

What are the best approaches in developing word recognition?

1.Fuller Approach

It is an approach which is a combination of the alphabet, the phonetic and the whole word method. How? The learner is not
introduced to Lesson 1 until he/she gained complete mastery in recognizing and sounding each consonant. Reading should be
done downward-down the column first, then across the column.

FULLER APPROACH

Lesson I

a as it sounds in cat (short sound of a)

ab ad ag am an ap at

cab bad bag dam ban cap hat

dab cad fag gam can gap cat

jab fad hag jam man map fat

gab gad jag ham pan nap hat

tab had lag ram ran pap mat

lad nag pam van rap pat

 mad rag sam wan sap rat

pad sag tap tat

sad tag vat

Phrases Sentences

hat for dad The bad man ran.

a fat cat The bag is on the mat.

the sad man The tag is on the bag.

sat on the mat The man is sad.

jam in the can

Story

Pat is fat.

She has a bag.

The bag is on the van.

1. Who is fat?
a.) Pat b.) Dad c.) Dan
2. What does Pat have?
a.) can b.) bag c.) pan
3. Where is the bag?
a.) van b.) can c.) hat

Link iread power point here

DO this: Complete your Fuller lesson, Present your work.

2. Phono-Visual Method
This is a variation of beginning consonants and then the vowels and the use of phonetic analysis. It establishes a strong
association between sounds and symbols through games, songs and interesting exercises. Phonovisual instruction enables
students to encode (write) words with a sense of accuracy. This frees creative energies to develop independent writing. There is
nothing more frustrating for a creative mind than to ask several times for spelling help when trying to write. This interruption
generates insecurity and a loss of creative thought processes. Phonovisual can allow creative minds to put their thoughts on
paper with ease and success! With Phonovisual instruction as a starting point, students have the security and confidence to
build additional decoding skills.
 Phono-Visual Method

Say the name of each picture, then write the missing letter on the blank.

1. p _ n

2. w _ b
3. n _ t
4. b

_d
5. h _ n

6. _ ell
7. _ en

8.
DO this: Make your own phonovisual lessons. Present your work.

9. _an

3. Modified Marungko Method (Decoding in Filipino)

This is a phonetic approach to teaching reading in Filipino. Letter sounds are taught in sequence so that immediate
blending of sounds will lead to immediate reading. How? Materials for the lessons are arranged according to the sequence of
sounds to be taught. After the reading lesson, writing immediately follows so that the child can experience the satisfaction of
visualizing and “feeling” the letters through his/her hand movements. The letter sequence: m, a, s, i, o, b, e, u, t, l, y, n, g, ng, r, d,
h, w, c, j, n, z, qu, v.
 Modified Marungko Method

(Decoding in Filipino)

Lesson 1: “Mm” Lesson 2: “Aa” Lesson 3: “Ss”

M Mama Sa

m ama asa

mama asam

masa

sama

sasama

masama

Lesson 4: “Ii”

si

isa

ima

misa

mais

sisa

Ami Sasama si mama sa masa.

Mami Iisa ang mais sa mama.

Mimi Si Ami sasama sa misa.

Do this:

Make a complete lesson on Marungko Approach. Post your work.

 The following strategies illustrate how word recognition may be taught holistically:
1. Masking Technique Through Shared Reading

The “Masking Technique Through Shared Reading” was designed to develop a stock of basic sight vocabulary. Eeds (1985)
recommends use of shared reading as an opportunity for helping students learn words, especially the high frequency words,
which must be part of every reader's sight vocabulary.

This technique proceeds as follows:

a.) Identify high frequency word in the text.

b.) Present enlarged page of the text.

c.) Read text orally with the pupils as you point to the words with a pointer for them to focus at the words (shared reading).

d.) Cover the high frequency words; let pupils predict what word is missing (masking technique).

e.) Uncover to show the word, let them read the text orally.

f.) Cover the target words again. Show a list of high frequency words found in the text. Ask students to match the words with the
covered or “masked” words in the text.

g.) Ask them to read another text to find out if they can recognize the high frequency words just learned.

h.) Take note of the words missed and teach these again using the masking technique through shared reading.

See sample text below:

Do this: Prepare your own text and develop one complete lesson using the masking technique through shared
reading.

2. Rebus Reading
 Rebus reading can also be used to develop a stock of basic sight words. The technique proceeds as follows:

a.) Present an enlarged page of a text with rebus insertions.

b.) Ask the class to read orally in unison the text with rebuses.

c.) Cover the rebuses then ask the pupils to supply the missing words and write these on the blanks covering the rebuses.

d.) Ask the class to read the passage orally again in unison, by rows, in pairs, singly.

e.) Present another passage using the words just learned and minus rebuses.

f.) Ask the class to locate in the new passage the words just learned by underlining them.

g.) Ask the class to read the new passage.

Examples:


tterned Predictable Text

It has been known and proven that rhyme and rhythm help people remember better. Rhyme and rhythm in
patterned predictable text, activate the right side of the brain to learn and store words. Through reading and
rereading of predictable patterned text, the learner expands his/her sight vocabulary as he internalizes the
sound and form of words repeatedly used in such book.

Rereading proceeds as follows:

a. Present an enlarged page of a patterned predictable text and read it aloud.

b. Read it again as you point to the words with a pointer.

c. Allow them to join in whenever they can predict the next line or word, especially in the refrain or repetitive lines.

d. Present same text on a chart with spaces for sentence strips to be matched with the text.

e. Ask them to match sentence strips with the text as they read aloud.

f. Ask them also to match word strips with words in the text as they read aloud.

g. Ask the class to read the text in unison.

h. Ask them to write the words just learned.

Example:

Do this

Make your own patterned and predictable text. Use it to

make a whole lesson. Post your work.

Effective Strategies to develop word recognition skills

1.Phonetic Analysis
 Example:

bag

– sound the first letter “buh”

- sound the second letter “ae”

- sound the third letter “guh”

- blend all 3 sounds to get the word “bag”

b a g bag

This done through sound-letter correspondence. The reader is enabled to approximate the pronunciation of the
word and identify it. The teacher can call out the sound of a letter. As the sound-letter correspondence is
learned, the letter sounds are blended to read the word.

Do this:

Make own list of words for a lesson using phonetic analysis. Post your work
2. Contextual Analysis –

This is the ability to use semantics (meaning) and/or syntax (grammar structure) of a
word and its context in the sentence to assume what the word is. Write the sentence
on the board. Ask the pupils to read the sentence orally, except the difficult word. Ask
if there is somebody who knows what the word is. Guide them with questions to be
able to identify the context clues. Lead them to identify/read the difficult word. Reader
uses his/her knowledge about GRAMMAR/ STRUCTURE of the language using
syntactic clues. Syntactic clues are contained in the language structure. Hence,
certain words appear in certain positions in spoken
a. Jane went out to walk her pet.

What are the things that can be walked?

her is usually followed by a noun

What does pet mean?

b. John was at home reading a journal.

What are the things that can be read?

a should be followed by a singular noun.

What does journal mean?

c. I want milk and honey for breakfast.

and will signal insertion of another food.

What is honey?
 Examples:

DO this:

Make a lesson using contextual analysis. Post your work.

3. Structural Analysis

This requires the reader to examine the parts of the word (root words, suffixes, and
inflections) to identify the whole word. Look closely at the unfamiliar word. Analyze and
find any part that is familiar. Read the familiar word. You may analyze the other words
phonetically to read the compound or words with affixes

List down at least 10 new words and then make a lesson using
structural analysis.
Example: bedroom, backyard, playground,

4. Sight Word Identification

This generally make up from 50 to 75 percent of the reading material encountered by

students just like the list of 220 words, prepared by E.W. Dolch, which are generally
known as Dolch’s Words, high-frequency words, or "sight words". The Fry's Instant
Word List is a list of 1,000 words which students need the most to develop a powerful
sight vocabulary. The first 300 words make up 65% of all written material contained in
newspaper
Link Dolch’s high frequency words and Fry’s instant word list articles,
magazines,
textbooks,
children's
stories,
novels, and
Do this:
more.
Consolidate the list of basic sight words by Dolch and Fry. Use the list in two
ways, assessment and lesson. Post your work.

5. Spelling Patterns

Spelling patterns are principles that guide pronunciation and which would be of great
help in independent word recognition. Some of spelling patterns are very rare or
unique, such as 'au' for the ah sound in laugh. Most English consonants can be
spelled in different ways. Young children often try to use the sounds in words to figure
out their spellings; advanced children often use this phonetic strategy first, and then
try other approaches, including applying common spelling patterns. So it is definitely
worthwhile to help children hear the sounds in words by developing phonemic
awareness, and then exploring sound/symbol relationships and spelling patterns —
especially if you continuously encourage children to think about how these strategies
will help them as readers and writers.

Guidelines to Spelling Patterns

1. cvc- consonant-vowel-consonant. when a word or a
syllable follows a cvc pattern, the vowel is usually short.
of the 5 vowels in the cvc pattern, children find the greatest
difficulty in attacking words with the “o” and “u”. they tend
to give these vowels the filipino sound of /o/ and /u/. even
we teachers sometimes do not observe the principle in
syllables with cvc pattern found in longer words.
do this: make a list of words with
short vowel sounds and then use
these words in preparing a c-v-c
lesson

take the word “culture”. many will say “kool” when it

should be “kul” with a short “u”. the first syllable is of the
cvc pattern so the vowel sound should be short.. examples:
rat, set, sit, hot, hut

2. cvce pattern – consonant-vowel-consonant and “e”

in the cvce pattern, the vowel becomes long and “e”.
examples:
rate (long a)
do this:

make a list of words with c-v-c-e pattern then prepare a lesson. post y
our work.
 site (long i)

3. cvvc pattern – consonant- vowel-vowel-consonant

in the cvvc pattern, there are two vowel letters together
in a word or accented syllable, the first stands for a long vowel
sound and the second vowel is silent.
example: ai – as in rain where
a is long and
i is silent
oa – as in boat where
o is long and
a is silent
all strategies are equally important. however, phonetic analysis
should be the last recourse, when all other strategies fail.
when we read, we usually use sight word identification first. if
we fail to recognize a word immediately, we may either look at
the context in which it is used, or analyze the word structurally
and/or phonetically. we use anyone or any combination of
these strategies. it is therefore, important that a learner
develops these five word recognition strategies.
word recognition differentiates the beginning reader from the
proficient reader. it enables the beginning reader to focus on
the form and structure of the printed words. on the other hand,
it enables the proficient reader to move automatically from
print to meaning.
Fun Games for Developing Word recognition skills

1. Bell Game

This can be done in small groups. Prepare a deck of cards that contains each word-
recognition word learned so far and two small bells. Follow the procedure below:

1. Divide students into two teams.

2. Have the first player from each team come up to a desk at the front of the room. Place
two bells on the desk, one for each player. Then say:

“Today we are going to play The Bell Game. When I show you a word card, the first
 person to ring his/her bell and read the word correctly gets one point for her/his team”.

3. Make sure that you read the word before you ring your bell. If you ring your bell, but
cannot read the word immediately, within one second, your team will lose a point.
Therefore, it is important that you read the word silently before you hit your bell.

If you read the word incorrectly, the player on the opposite team gets a chance to read
the word, but this time for two points instead of one.

If both players miss the word, call on someone else in the class to give the players a
hand. In this scenario, no points are awarded.

4. Have a new set of players come to the board every round or every other round.

2. Word-form

This can be done in a small group or whole class .Given a written regular word, say the word without sounding
out. Follow the steps below:

a) Write the items on the board. (For small groups, you can also use the index card version
of the words.)

b) Let's read some words without saying the letter sounds out loud. When I touch a word,
you sound out each letter to yourself, then say the whole word out loud.

c) My turn first. Point to each letter of the first word, mouthing out the letter sounds as
you touch beneath each letter. What's the word? Say the word.

d) Your turn. As I touch each letter, sound out the word to yourself. Ready? Make sure
everyone is looking at you, and then touch just beneath each letter of the first word.
Don’t mouth out the letter sounds yourself. What's the word? Students say the word.

e) Great. Next word. Continue with each of the words in the list.

f) Look for students who are not saying the words or who are saying the wrong word. Call
on a mix of several students—some who aren't sounding out and some who are to silently
sound out and then name the words individually. In an Activity Log, make a note of
students who continue to have trouble.

g) When students are able to mouth-sound-out a complete set of words without error,
repeat the list but change the format: instead of pointing to each letter and mouthing
the letter sound, tell students to sound the word out to yourself without moving your
lips. Point beneath the word and pause for three seconds before asking: What's the
word? For students who are still mouthing the letter sounds, ask them to try sounding out
silently. Next time you do this activity, skip the mouthing out part of the instruction so
that students get used to reading the words without mouthing the letter sounds.

h) use activity log to record and capture specific errors

individual students make every week.
An activity log can be used to capture specific errors individual students make week by week. Teachers note a
 specific student error in the appropriate cell.

For instance:

If the student should have said /t/ but instead says /d/, the teacher would write: /t/ (/d/).

If the student should have read /mit/ but instead read /mat/, the teacher would write: /mit/ (/mat/).

Here is an example of an Activity Log organized by skill. Image: Activity Log.doc

3. Can I

This can be done in a small group.

Set of regular word flash cards (enough sets for each student to have 12). Give each
student some cans decorated with regular words that each student can recognize, spell
and write the word with automaticity. Any set of word-recognition words learned so far
will do. Follow the steps below:

a. Have students sit in their seats at a desk.

Say:

“Today, we are going to play a game called “Can I.” In this game, each student will
receive a decorated can and a set of word cards. You will read the words on the cards to
yourself. When you get a word correct, you can then flip over the card and write the
word correctly on the other side. After you’ve written the word, flip over the card and
check to see if you spelled it correctly. If you have, place the card in your can. If you did
not spell the word correctly, keep it outside of your can. Keep playing until you are
finished with all your cards.”

b. Show students how to pick up a card, read it, then flip it over and write the word on the
back. Place the card in the can.

Say:

I will now give you 10 minutes to play “Can I.” You may begin.”

c. Give students 10 minutes to play. Monitor student’s work.

d. Stop the game by saying: “Time is up, students. Please stop writing and reading. You
did an excellent job.”

e. Take out your can cards and any other word cards and hold them in the air so I can
collect them.

f. Collect the cards.

g. Now hold up your cans. I will collect them at this time.

h. Collect the cans. Say: “Good job in following directions! Thanks for playing.”
i. Observe students play the game. For students who struggle, give them help and log in
difficulties.

4. Clap It

This is a set of regular word flash cards that your students have studied/learned. Given a
written regular word, the student can spell the word with automaticity. Follow the steps
below to perform this game:

1. Have students sit in a circle.

Say: “Today, we are going to play a game called “Clap It!”. In this game, we will sit in
our circle and then I will show you a word on a flashcard. I will keep the word up so you
can see it as you play the game. We will all say the word, and then clap each letter out
loud. Then, after we’ve clapped each letter, we will say the word one more time. After
we’ve finished a word, we’ll move on to the next one. I’m going to show you how to clap
a word. Watch as I do it.”

2. Model using a simple regular word. For example, if the word is “cat” – “c” (clap), “a”
(clap), “t” (clap). Say: “Let’s start the game! “

3. Start the game using a regular word flash card. Play the game for about ten
minutes.Say: Children, you did a great job playing Clap It! Good work!

4. Observe students play the game. For students who struggle, give them help and make a
note in an Activity Log.

5. Word Chain

This activity will enable learners to master some words and that they would be able to
produce their individual chain of words for publication.

 Prepare the following:

o a set of about 10-15 strips of paper per child (can be construction paper);

o stapler;

o writing utensil for each child (markers work well);

o any set of word-recognition words learned so far (list of regular words will do)

 Follow the steps provided:

 Have students sit in their seats/desks. Say:

“Today, we are going to play a game called “Word Chain.” In this game, we will make
the longest possible chain of words we know. I am going to hand everyone a pen and a
 strip of paper to start. When I say “start,” you spell any word we’ve have just learned.
Write that word on your strip of paper and then when you’re done writing the word, flip
it over, write your name and then submit it to me. I will give you a new strip of paper
and you can write another word. After five minutes, we will staple together all the
words that we have written so that we can have a chain of words. Say: I am setting the
timer for five minutes. Go!”

 Let students play for five minutes. Continue to hand over strips of paper. Say: “Time is
up! Excellent work, children. Let’s start to staple our chain together.”

 Begin stapling the strips of the paper together. Read the word each time you staple a
new loop. Praise the students for how long their chain is becoming.

Say: “Look at our chain! You did an excellent job! Let’s hang it up so we can see how
smart we are!

 Hang the chain up.

Note: For students who struggle, give them help and make a note in an Activity Log.

6. Line Up

This activity is to get students in line quickly with fun.

 Have students remain in their seats.

 Instruct students to read the word correctly before joining the line.

 Observe students play the game. For students who struggle, give them help and make a
note in an Activity Log.

7. Label It

1. Place all images/drawings/representations of words on the board.

Say: “Today, we are going to play a game called “Label It” where we will get to label
pictures of words you already know. I am going to give each student five words that are
written on post-its/strips. You will get to come up to one of the pictures and label it with
the correct word on your post-it/strip. For example, you might have the word “bag.” You
will walk up to the board and find the picture of the word “bag” and then put your post-
it/strip on the picture. Each student gets to go to the board five separate times to label a
picture.”

2. Model using a post-it/strip word and finding its picture among the collection of images.
Put the post-it/strip on the picture.

3. Everyone will go the board one at a time. We will all watch and cheer on our fellow
readers each time they correctly match the picture and word. Let’s play!
4. Call each student up individually and guide the student if necessary. Remind students to
encourage their fellow readers. Play for five separate rounds.

5. Good job, class. Let’s review our words we’ve learned.

6. Review the pictures and word cards with the whole class.

7. You successfully read regular words and matched them with their pictures. Way to go,
readers!

8. Observe students play the game. For students who struggle, give them help and make a
note in an Activity Log.

8. Puzzle Words

1. Have students sit in a circle.

Say: “Today, we are going to play a game called “Puzzle Words.” In this game, you are
going to put together a regular words puzzle using these puzzle pieces. Show puzzles. I
will give each student a few puzzle pieces. Then, each person gets to put their pieces out
in the middle of our circle. We will have about 5 minutes to put the puzzle together.
Each piece of the puzzle has one of our words on it. Are you ready? Remember, it is
important that we pay attention to each other when putting together our puzzle. We
have to make sure it fits - I promise you it all does!

2. Let students do the puzzle.

Say: “Now that you’ve made the puzzle, I’m going to point to a word and call on a
student to read the word.”

3. Point to each word and have students read the word aloud.

Say: “Good job creating our word puzzle and reading the words!”

4. Observe students play the game. For students who struggle, give them help and
make a note in an Activity Log.

9. Word Sorts
 Hand out cards to each pair of students, face down.

Say: “Today we are going to do a word sort, but before we begin, let’s read through all
the words we are going to sort. Divide your cards in half so that each person has ten
cards. Now, read the words on your cards silently. After 30 seconds, quiz your partner by
having him or her read all the words on your cards without sounding them out aloud.
Remember; if you need to sound out a word, please do so silently and then say the word
aloud quickly (model this). Make sure to help your partner if needed. Notify the students
after 30 seconds have passed. Then walk around the room to make sure that they are
reading correctly.
 Combine your word cards into one pile. With your partner, please sort your words into
categories of your choice. For example, I would put strict and string into the same group
because both words begin with an st.

Possible sort categories include: same initial/final sound, same digraphs, sameblends,
same number of letters, same vowel sounds.

 Ask each pair of students to explain their word categories either to the whole class or to
another pair of students after all pairs are finished sorting their words.

Ask: Why did you sort your words in that way?

How else can you possibly sort your words? Why?

10.World of Words

 Hand out a deck of cards to each pair of students. One student should shuffle the cards,
and the other should deal the cards, so that each student has half of the deck in front of
him in a draw pile.

Say:

“Let’s begin the game. You should each have a pile of word cards face down in front of
you. Now, turn over the top card in your pile. Look at the first letter of your word, and
then look at the first letter of your partner’s word. The person with the word whose
letter begins closer to the beginning of the alphabet gets to read the cards first.

So, for example, if

I have the word cat and

John has the word dog,

I get to go first because the letter c comes before the letter d in the alphabet.

Now that I know I am first, I get a chance to read my entire word, plus John’s entire
word. If I can read both cards, I get to keep both cards. If I can’t read one or both cards,
John gets a chance to try and read the words I missed. If he can read them, he gets to
keep the card or cards he can read. If you and your partner are both stuck, please raise
your hand and I will come to help you read the words you missed. Once both cards are
read, turn over the next card in each of your draw piles and play again. Remember--if
you get to keep a card, put it face up in a treasure pile.”

 If you both draw the same word, in this case you must play, rock, paper, scissors.
Whoever wins gets a chance to read both word cards--remember, in this case, the cards
should have the same word on them. If the winner of rock, paper, scissors can read both
cards, he or she gets to keep them. If not, his or her partner gets a chance to read the
 cards.

 The game finishes once you've finished flipping over all the cards in your draw pile. The
person with the most cards in his or her treasure pile wins.

 Begin playing. You may want to model a few rounds for your students if this is a new
game. While the students are playing in pairs, walk around the room to make sure they
are reading the word cards correctly. Encourage students to read the words by first
sounding them out in their heads, then saying them quickly aloud.

11. Peer Partner

1. Put students in pairs and give each pair a set of word cards.

Say: “Today, we are going to play a game called “Peer Partner” where you get to test
your partner on how well she/he know the regular words. You get to be a teacher! Each
pair has a set of word cards. The youngest person in the pair gets to sound out the words
in their heads first. Your partner will hold up a word card and then you get to guess the
word. If you know the word, the guesser can hold the word card in their hand. If you do
not know the word, your partner will put it back in the stack and you can try again
later.”

2. Model with a pair in the class.

Say: “Now, I will give each team four minutes to try the game on their own. I want to
hear positive words and encouragement all around. After four minutes, you will switch
and the person who held the cards at first will now get to practice saying the words.”

3. Ask students if they have any questions. If not, start the game.

4. Switch the guesser and continue the game.

Say: “You are doing a very nice and smart job. Good job, students. We have recognized
many words today and worked well as partner.”

5. Observe students play the game. For students who struggle, give them help and make a
note in an Activity Log.

12. Write-It

1. Have students sit in their seats/desks.

2. Pass on the materials- One pencil for each student, one paper, and 10 strips and rolls of
masking tape.

Say: “Today, we are going to play a game called “Write-it.” In this game, you will all get
a piece of paper. Then, I will give you 10 strips (modified). I will read 10 words we’ve
learned so far. So every time I say a word, write it on your strip and stick it to your
paper. Let’s begin.

1. Read a word and wait for students to write it on the strip and stick it to the piece of
 paper. Repeat 10 times.

Say: “Excellent. Now I want you to read the words to yourself. You have two minutes. Try
to read them as many times as you can.”

3. Give students two minutes to read the words. Then ask them to stop.

Say: “If you notice a student is reading a word incorrectly, have them stop and retry.
Turn over your paper and write your name on the back. You can take this home tonight
and practice your words at home. Good work, everyone.”

4. Observe students play the game. For students who struggle, give them help and make a
note in an Activity Log.

13. Wiggle the words

1. Find an open space that is at least ten feet by ten feet. Place 20 word-recognition cards
on the floor in a winding path (or wiggly snake) formation. The cards should be placed
about a foot or so apart.

2. Divide students into two teams: team A and team B. Each team should stand in a line at
opposite ends of the wiggled words.

3. Have the line leader for team A and the line leader for team B play one round of rock,
paper, scissors to determine which team will go first.

Say: “Today we are going to play Wiggle the words. When I say begin, the first person in
team A’s line has 30 seconds to try and read every word-recognition card along the line
before the timer goes off. If team A's leader correctly reads every word along, team A
gets two points, and the next person on team A gets a chance to do the same thing. If
team A's leader reads some, but not all of the words correctly, team A gets only one
point and the first person in team B gets a turn to read all of the cards in 30 seconds, but
this time starting from the opposite end. Show students how to walk along the snake as
they read. They should take one step for every word they read correctly.”

4. Remember to sound out each word in your head before reading it, and then say it
quickly aloud as you walk along. The team with the most amounts of points after
everyone wins.

14. Word Fans

1. Write between twenty and thirty words on the board.

2. Hand each student a piece of paper and a pen.

Say: Today we are going to make word fans. Please take the piece of paper I gave you
and fold it back and forth to make it look like an accordion. Each crease should be about
an inch apart. Model this procedure.

3. Unfold your paper. Your paper should have eight sections. Please write one of the
words I have on the board on each section so that you have eight different words
 on your piece of paper. Model this procedure. As the students write their words,
walk around the room to make sure they are spelling the words correctly, and
quiz students on the words they pick by asking, what word is that? Can you read
me the other words on your paper?
4. Tell the students to flip over their pieces of paper once everyone has eight words
written down, on the opposite side of your paper, please draw a scene from your
favorite story. Show an example scene on the back your paper.
5. Fold your papers back up like an accordion. I will come around and staple one
end of your accordion in order to finish making your fans.
6. Find a partner and tell him or her about the scene on your fan. Make sure to
explain why you chose that scene. Afterwards, have your partner read the words
on the opposite side of your fan.
7. Pick a student and model this procedure in front of the class. As the students
share their work, walk around to ask students about their drawings and to make
sure they are reading their partners' word correctly.

15. Lesson Demo

This lesson plan shows how to help students work with words in a very simple and fun ways. Walk through this
lesson and identify which strategies mentioned are applied.

round up
Word recognition skills represent the ways and means to gain access to unfamiliar words in written texts. It is a
process that leads to successful reading. The objective of the word recognition sequence of activities is to teach
students to recognize and decode words on sight with accuracy and automaticity as necessary ingredients of
skillful word recognition.

Journal Activity
now answer the following questions. write your answers in
your journal and discuss it with your co -learners.

1. Try out all the fund games in developing word recognition skills. Record all your
observations using this chart:

What didn’t work well?

Fun Games What worked well?
Why?

1. Bell Game

2. Word Form

3. Can I

4.
 2. How can word recognition be taught in the early years?
3. Discuss the approaches and strategies which were proven effective in developing
word recognition skills in the children?
4. What other strategies and techniques do you think would be effective in teaching
word recognition? Cite examples.

In this lesson you learned about approaches, strategies,

techniques and fun games in developing word recognition
Next Lesson/Module skills of young learners. In the next module, you will learn
more about vocabulary development and how it is built on
word recognition skills.

Glossary This means correct, exact and without any mistakes in

accuracy
Items reading.

Refers to fast, effortless, and accurate word recognition that

automaticity
grows out of repetition and practice.

Fields, Marjorie V. and Dorris Lee (1987). LET'S BEGIN READING RIGHT, Columbus, Ohio,
Merrill Publishing Company.

Fry, E. B., Kress, J. E., & Fountoukidis, D.L. (1993). The reading teacher's book of lists,
3rd edition. Englewood Cliffs, NJ: Prentice Hall, pp.185-187. By permission. © 1993 by
Prentice Hall.

Hill, Susan (2006). Early Years. Developing Early Years Literacy: Assessment and
Teaching. Sue Hill.

Lapp, Diane (2005). Understanding How Children Learn To Read Written Language.
Chapter 2 excerpt from Guilford Publications, Teaching Literacy in First Grade.
Reference
Zintz, Miles V. and Zelda R. Maggart (1986). CORRECTIVE READING. Dubuque, Iowa, Wm.
C. Brown Publishers.

www.phonovisual.com/method.php

Periodicals:

Santos, Natividad A., “Teach and Test Word Recognition Holistically: Some Classroom
Strategies”. In Touchstones in Reading, Published by the Dept of Reading, College of
Education, UP, Diliman, Quezon City, Philippines