Members : Amirul Zaireen bin Mohamad

Arifah Salehah binti Mat Yasin

Azlinda binti Mad Zahari
Siti Hajar binti Jamaludin
> PK / PJ / PSV (semester 3/2011)
Lecturer: Mdm. Inthera Davi a/p Subbiah

ENGLISH LANGUAGE TEACHING
METHODOLOGY


BASIC READING SKILLS
- Word recognition skills
Word recognition is the ability of a reader to
recognize written words correctly and virtually
effortlessly.

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).
There are several strategies that work when
children are struggling with word recognition.
Word-attack strategies help readers decode,
pronounce and understanding unfamiliar
word. They help readers attack words piece by
piece or from a different angle.

How to improve a childs word
recognition skills
1. Look at the picture on the page reading. The
picture may give clues to the word that having
trouble with. If there is a picture of a giraffe
and the child do not know it, ask them to look
at the picture and is there a word that starts
the same way.
2. Start with the first letter and ask for the
sound. Is there a blend in the word the reader
knows? Does the word used by the reader
make sense in the sentence? Asking these
things or using these ideas can help children
learn to use word recognition skills on their
own.
3. Chunk are a word used in teaching reading.
Chunks can be prefixes, suffixes, endings, base
words or groups of letters like ain. We can
use this chunk to make pain, train, plain.

If a reader knows the chunk sound, then
adding the beginning and ending sounds will
allow for easier word recognition.

Once again, ask if the word used makes sense
in the sentence.

4. Making connections with unfamiliar words to
familiar words helps. Look for the word chunk
and see if it is familiar to a know word.

5. Explaining is a example. The ain chunk is there
from the easier words. Plus, the reader may
recognize the word plain. Then all that is left are
the affixes (a fancy name given to prefixes and
suffixes). Read the sentence more than once if
having trouble recognizing a word.
6. Think about what might make sense in the
sentence. Try the word you come up with,
used it in the sentence.
Readers will recognize sentences that make no
sense and usually will change from the
original word or recognize the unfamiliar
word.

7. Even if the words is not know yet, keep
reading. What follows may help the reader
recognize or understand what word was used
previously.

Look for clues.

If the next sentence repeats the word,
compare sentences. What word might make
sense in both?