Reading & Decoding Skills

By Karen Hollowell, eHow Contributor

Reading and decoding skills are taught along a continuum that begins in preschool and continues
to be built upon and reinforced throughout school. These skills are introduced one at a time and
then are used in combinations to teach a child the process of reading. Mastery of these skills is
essential to ensure that a child progresses from basic reading to full comprehension of what he
has read.

Concepts of Print
1. Before actually learning to read, children must gain a realization of how words are
constructed. They need to understand that when certain letters are joined together, they
make words, and when certain words are joined together, they express a thought. This
concept is called print awareness. Children get much of this instruction informally from
home and their environment. Most 3-year-olds can identify the signs for a McDonald's
Restaurant or a Wal-Mart store because they have seen them many times. In school, they
receive formal instruction of word structure in sentences and paragraphs.

Phonemic Awareness
2. Phonemic awareness is a reading skill that students use to hear sounds and be able to
manipulate the sounds to make words. It is an oral skill in which children are taught to
say the sounds for certain letters, then blend the letters together to say a word. Being able
to hear sounds when they are spoken by someone else is just as important as being able to
produce sounds. Children are taught phonemic awareness through activities like rhyming,
phoneme deletion and substitution, and syllabification. If a child can produce beginning,
medial and ending sounds of a given word, she has phonemic awareness.

Phonological Awareness
3. Phonological awareness involves the combination of sound and print awareness. Children
have phonological awareness when they know that sounds have a corresponding written
letter that represents them. This skill is imperative for reading and spelling. When
students understand the sound/letter relationship, they will be able to decode and read.
This progresses from reading simple words with three or four sounds to more complex
ones with suffixes, prefixes and letter blends. After mastery of decoding, students will be
able to read sentences in a text.

Fluency
 4. Reading fluency indicates a child's ability to read with appropriate speed for his level,
proper expression and intonation, and with accuracy. Fluency is built as a child's
opportunities for reading increase. The goal of fluency building is to improve
automaticity, which is the ability to read most words without effort or automatic
decoding. Reading with expression and smoothness is also a component of fluency.
Children begin fluency training by reading words, sentences and paragraphs, then stories
and books.

Comprehension
5. After a child can recognize sounds, decode and blend words, and read sentences fluently,
she will begin comprehending. This is the main goal of all reading instruction. All
decoding and reading skills are taught so that children can learn to understand that text
has meaning for them. Comprehension skills are taught from K-12, increasing in
complexity each year. The primary skills are summarizing, retelling, predicting and
questioning. When a student can read a text, understand what she has read and apply it to
other reading situations, she has achieved comprehension.

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Decoding Skills in the Classroom

By Lily Mae, eHow Contributor
updated: February 23, 2011

Reading aloud promotes decoding skills.

Decoding refers to the ability to identify the sounds that letters make in order to read words. It is
a skill that is essential for successful reading, and children should gain a mastery of this skill by
second grade. In addition to being able to decode words, students should be able to do so quickly
and with ease to become fluent readers. There are several activities that teachers can engage their
students in to promote successful decoding.

Letter-Sound Recognition
1. The basis of decoding lies in letter-sound recognition. In order to foster this skill in
beginning readers, present them with a variety of activities that encourage them to
identify the sounds that different letters make. Make tactile letters by gluing different
objects beginning with a specific letter on a cut out of the given letter -- yarn on the letter
"Y," cotton on the letter "C: and pumpkin seeds on the letter "P," for example. Encourage
children to sort through objects and determine the letters they begin with. Send students
on a scavenger hunt to search for items that begin with a specified sound.

Word Families
2. Word families are a group of vowels and consonants that appear in a word after the initial
consonant sound -- "at," "it" and "op" are examples of word families. The ability to
decode one word family leads to the ability to decode many words. After teaching
children the letters and sounds specific word families make, encourage them to create
several words from a given word family to reinforce the concept. For example, if you are
teaching "op," after children understand how to pronounce the family, have them create
different words by placing various consonants in front of it -- pop, hop, mop and top.
When reading, if they come across an unknown word that contains a known word family,
they simply need to decode the beginning consonant sound to decipher the word.

Blending Sounds
3. Teach students how to sound out unknown words. Write a simple word with a dash in
between each letter; f-r-o-g, for instance. Point to each letter and lead students in
pronouncing the individual letters. Repeat this process, stating the sound each letter
makes faster each time, until the word is decipherable. Children can apply this skill to
unknown words when reading.

Reading
4. Provide students with opportunities to practice decoding by engaging them in various
reading activities. Reading aloud, choral reading, reciprocal reading, echo reading and
guided reading are all activities that allow students to put their decoding skills to use.
Such activities enable students to hear how words sound, allow teachers to offer help if
needed and build fluency.

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Third-Grade Decoding Activities
By Sue Smith, eHow Contributor
updated: January 28, 2011

Decoding is a key aspect of reading the written word.

Decoding skills are an essential asset for children learning to read. Decoding is the process
whereby language learners translate a written word into the spoken equivalent, ultimately
allowing them to understand the meaning of the word in question. Decoding is therefore an
action that is key for children learning to read. Decoding activities offer an effective way to
focus on developing this skill in the classroom.

Painting a Picture
1. An effective way to encourage decoding skills is to associate words with images. This
can be done using picture books or cards with words displayed next to the corresponding
picture. A possible activity could be the creation of posters or some sort of classroom
display, with the class being led through each word item in an alphabetical sequence. The
association of pictures with words promotes the conceptual aspect of language decoding
and comprehension.

Group Reading
2. Reading a story with the class contributing as a group can help to forge decoding skills.
This type of task helps to focus on the conceptual understanding of the words in a story,
linking these with the visual image of the written words themselves. Group activities for
language learning can also help to ease the pressure on students who may be struggling,
so they will not feel under as much pressure as they would in some other types of
activities.

Contextual Activities
 3. Using context is a key strategy in teaching decoding skills. This applies to any activity in
which you can help children to use the sentence surrounding a word and perhaps the story
in which the word occurs to deduce what the word is likely to be. This is a technique that
impresses upon the learner the relationship between the written word and its meaning.
You can use context in shared or group reading activities by encouraging children to ask
questions about what's happening in a story.

Moving Letters
4. The use of moving or magnetic letters is helpful in decoding learning since you can focus
on the sounds associated with each letter. In order to translate the written word into its
spoken equivalent, children need to learn the techniques of phonics. This involves
making the sounds within the word first, then joining these together to create the more
recognizable spoken word. Using tools such as letter cards and allowing children to see
these joined together to make words is therefore a valuable activity.

Having Fun
5. There are many ways to make learning to read fun, not the least of which is reading funny
stories in the classroom. To take this to a more interactive level, you can create a game of
Mad Libs and have the children try to fill in the blanks. This reinforces the association of
the written word to the concept, as well as making everyone laugh. A related activity is
the use of lists or categories of words, encouraging children to identify members of a
conceptual group, such as colors.

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How to Change Words With Prefixes &

Suffixes
By James Wood, eHow Contributor
updated: January 6, 2011

Teaching the way prefixes and suffixes change the meanings of words will give your students an
instantly larger vocabulary since they will be able to apply a myriad of prefixes and suffixes to
the root words they already know. Additionally, knowing the use and meaning of prefixes and
suffixes will enable your students to decode unfamiliar words by stripping off the affixes and
identifying the root word.

Difficulty: Easy
Instructions
1. 1

Identify the three word parts of English words: roots, prefixes and suffixes. Show your
students how the root word can be modified and changed by the addition of affixes. For
example, the root word "loved" can be made to mean the opposite with the prefix "un-" to
yield the word "unloved"' It can also take a suffix to indicate ability with the suffix "-
able" to make "unlovable."

2. 2

Explain the basic prefixes and their meanings. "Pre-" means before as in "precursor."
'Un-" means not as in "unremarkable," and "re-" means again as in "relive."Practice
adding the prefixes to different root words. Show how the different prefixes meaning
"not" such as "un-, de-, mis- or im-" work with different roots.

3. 3

Describe the use of common suffixes. For example, "-er" means one who does as in
"runner;" and "-able" means one who is able as in "wearable." Other common suffixes
include: "-ous," which means full as in 'melodious," and "-ness," which means a state of
being as in 'happiness." Practice adding suffixes to different root words.

4. 4

Practice dividing new words into prefix, root, and suffix as a class, then work on it in
groups of two or three. Then reverse the process by taking lists of suffixes, prefixes, and
roots and joining them together in groups of two or three then having each group share
their creations with the class (see Resources for lists of affixes and words).

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How to Use Prefixes & Suffixes to Change the

Meaning of the Root Word
By Foye, eHow Contributor
updated: December 31, 2010
A root word is the simplest form of a word.

A root word is the simplest form of a word to which you can add a prefix or suffix. According to
the 2006 learning packet from Skyline College, most root words originate from Latin, Greek,
German and other languages. Prefixes are added to the beginning of a root word while suffixes
are added to the end. The prefix or suffix changes the meaning of a root word and makes the
sentence grammatically correct.

Difficulty: Moderately Easy

Instructions
1. 1

Examine the root word you want to modify, checking for its basic form, such as "dict" --
meaning "say," or "anim" -- meaning "life."

2. 2

Add a prefix, such as "contra" -- "against" -- to the root word "dict," for example. This
changes the word to "contradict," meaning to "go against what you say" or "speak
against," according to Dictionary.com.

3. 3

Add a suffix, such as "ate" -- meaning "to do" or "to make -- to change the root word
"dict" to "dictate." The word now turns from "say" or "speak" into "to say" or "to speak."

4. 4

Combine prefixes and suffixes in a root word to give it a different meaning and make it
grammatically correct. For example, by adding the prefix, "in" -- or "not" -- and suffix
"ate" to the root word, "anim," you get "inanimate." Its meaning changes from "life" to
"to make lifeless."
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How to Add Prefixes & Suffixes to Parts of

Speech
By RhiannaJ, eHow Contributor

updated: January 27, 2011

It can be very tricky to teach the students the way the meanings of sentences are changed with
the use of prefixes and suffixes. Students know the root words and possess considerable
vocabulary, but the prefixes and suffixes will increase that vocabulary in no time and will also
give better understanding of the words to the students. Here are a few steps to add prefixes and
suffixes to the parts of speech.

Difficulty: Easy

Instructions
Things You'll Need:
• List of prefixes and suffixes
• List of parts of speech

Instructions

1. 1

Show the students the list of parts of speech. There are eight parts of speech: noun,
pronoun, adjective, verb, preposition, conjunction and interjection. The prefixes and
suffixes will normally modify the root words.

2. 2

Show the students some words whose meanings change with the addition of a prefix. Add
the prefix "un" to "loved," "dis" to "like," "in" to "consequential" or "non" to "negotiable"
and get the opposite meaning. Similarly, if a suffix like "able" is added a word such as
"love" or "like," you will come up with "lovable" or "likable."
 3. 3

Explain to them the meanings of some of the frequently used prefixes. For instance, "pre"
or "ante" as a prefix means before, "post" means "after," "re" means again, "sur" means
"on," "ad" means "to" and "un" or "non" mean "not." Not all the prefixes can be used
with all the words, so students will have to learn which prefix to use with the root word.

4. 4

Explain the use of common suffixes to add in the parts of speech. For instance, "er," "or"
"ist" and "ian" are suffixes pointing to the person who does something, such as a
"runner," an "actor," a "clarinetist" or a "magician." "Ous" is another common suffix used
in the English language to change nouns such as "melody" or "odor" to "melodious" or
"odorous." To change adjectives to nouns, people often add "ness": "faithfulness,"
"grayness," "vastness."

5. 5

Divide some words into their three parts i-e prefixes, roots and suffixes and ask the
students to work in groups and make some new words. In the end ask the students to
compare the words each group made with other groups and evaluate whether they
understood the practice or not.

How to Make Free Worksheets On Prefixes

and Suffixes
By jenstewart, eHow Member

free worksheets on prefixes and suffixes

User-Submitted Article

Make your own free worksheets on prefixes and suffixes to enhance learning using a simple
language software.

Difficulty: Moderately Easy

Instructions
Things You'll Need:
 • Computer with internet
• Language lessons software
• Adobe Reader 6
• Dictionary or thesaurus
• pen
• paper
• ink jet or laser printer

1. 1

To make free worksheets on prefixes and suffixes you must first decide on appropriate
language phrases and definitions for appropriate grade level reading. Teacher language
syntax lesson worksheets on prefixes and suffixes can be found free over the worldwide
web at different education resource sites or you can use a dictionary or thesaurus to create
your own language word phrases.

2. 2

If you decide to download free worksheets on prefixes and suffixes from your computer,
you will need a reader program (like Adobe Reader 6 or higher) to download these
words.

3. 3

Place these words into your software program and choose a visible font and use clear
definitions that are also grade level appropriate for your prefix and suffix worksheets. Try
to use interesting material for your sentences that are of current interest to the students
and throw in some more challenging ones to challenge their learning.

4. 4

Now save your free worksheets on prefixes and suffixes so you can print them out to give
to your students if you are a teacher, or children if you are a parent and you want to
enhance your kids vocabulary and language syntax skill sets.

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Tips & Warnings

• Make sure your worksheets on prefixes and suffixes are grade level appropriate in both
language syntax and simple word definitions.
• Use free clip art or graphics to encourage recognition and enjoyment.
 • Try to use sentences that have a common theme and interesting to encourage interest and
develop learning skills.

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Prefix Games for Kids

By Lisa Porter, eHow Contributor
updated: February 10, 2010

1.

Prefix games provide interactive learning for students.

Prefix games and activities can help kids recognize common prefixes and their meanings.
If kids know the meaning of prefixes, they more likely will understand an unfamiliar
word. Prefix and suffix activities often go together. You can find a variety of free prefix
and suffix games for kids online, and you can play your own games in the classroom.

Scholastic Prefix and Suffix Game

2. Scholastic.com offers a fun, interactive prefix and suffix game for kids. Players must
match prefixes and suffixes to their correct meanings to earn points. Players will learn the
meaning of common prefixes, including "tri," "poly," and "trans."

Pyramid Prefix Game

3. At english-online.org, children can play a game that allows players to build with prefixes.
Players must accept or reject blocks based on whether or not their prefixes match the base
word on the ground. For example, players can match the prefix "un" with the word
"wrap," but not with the word "believe."

Prefix Memory Game

 4. The prefixes memory game at manythings.org requires players to match prefixes with
their correct meanings. Players can only flip two cards at a time, and must remember the
locations of previous prefixes and definitions ito find all the pairs.

Partner Words
5. You can play this game in your classroom or with a large group of kids. Write down
enough prefixes and base words on sticky notes, so each kid in the class or group can
draw one. Make sure that each prefix has a corresponding base word. You might include
pairs such as "end" and "less," "dis" and "belief" or "tri" and "cycle." Have each child
draw one sticky note from the container and place it on his shirt. Then students must
mingle until they find the prefix or base word that matches their sticky note.

Word Generating Contest

6. Offer students a chance to compete in this fun prefix game. Read a prefix aloud, such as
"im," "dis" or "re," and set the timer for 1 minute. Students must write down as many
words as they can that begin with that prefix. When the minute runs out, collect the
papers and see who has come up with the most words. Make sure students have not
simply made up words.

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