©2014 by Pressmaster, Shutterstock, Inc. 3 Phonics, Decoding, and Word Recognition 3.1 Phonics: Consonants, 158 3.7 Using Context to Predict 3.2 Phonics: Vowels, 167 Known Words, 206 3.3 Word Patterns and Word 3.8 Dictionary: Word Building, 172 Pronunciation, 210 3.4 Structural Analysis, 177 3.9 Lack of Flexible Word- Recognition Strategies, 221 3.5 High-Frequency Words, 192 3.10 Ineffective Use of Word- 3.6 Sight Vocabulary, 201 Recognition Strategies, 225 155 Not all words can be read using their letter sounds. Overview The word tough, for example, cannot be pronounced by its “The last decades of reading research have con- letter sounds. Many words that do not have phonetic firmed the primacy of word recognition skills in spelling have syllables that can be read by analogy to a reading. Rapid word recognition frees up mental known spelling pattern. For example, students who have resources for thinking about the writer’s intent and never seen the word tough can use what they know about the meaning of the text rather than what word the the sound of word part ough in the known word rough to print represents” (Roberts, Christo, & Shefelbine, figure out the word. Many words have at least one part 2011, p. 229). that can be read by analogy. Phonological recoding and analogy can give students Estimates of the number of words in the English language a good sense of an unfamiliar word; however, they need to range from 600,000 to over one million. The sheer volume test the words within the context of the text to see of words that students are expected to read quickly and whether they make sense. If students use what they know accurately is daunting: 25,000 distinct words in third about letter sounds and spelling patterns and the word grade and over 80,000 different words by the end of makes sense in the context of the text, it is probably cor- eighth grade (Juel & Minden-Cupp, 2004). The ability to rect. Context can help students test words, and it is also use- identify words, then, is a critical foundation of the reading ful to assist students in recognizing unknown words. Con- process (Stanovich, 1991). Although we realize that the text clues, therefore, can be an additional way for students meaning of text is much larger than the sum of the mean- to identify words. ings of each word, it is important for students to have strategies to recognize words that they do not recognize at sight (Hampton & Resnick, 2009). There are several strategies students use as they en- Recognizing words is only part of reading. counter words. One strategy is to recognize words by sight. That means that students see the word and pronounce it immediately. There are many words students read by sight. They don’t need to try to figure out the words because Recognizing words is only part of reading. We all have they are sight words. All proficient readers have a large encountered students who can recognize words in a text number of words they can read by sight. without understanding what the text is about. That’s be- No reader, however, knows all words by sight. When cause words are actually symbols for concepts. Words students come to words they don’t know by sight, they don’t have a single meaning. They have a range of mean- can figure out the words by one or more of these five ings that are unique to each individual. Everyone has had ways: 1) decoding, 2) analogy to known spelling patterns, experience with the word picnic. Students may each have 3) using context clues, 4) using structural analysis, and 5) a different picture in their minds when they read that using a dictionary or glossary. word. One may picture an idyllic scene by a lake; another When students encounter a word they can’t pro- one may picture eating fried chicken on a stoop of an nounce, they could try to figure it out initially by using the apartment building. No one has the exact same concept of sounds symbolized by the letters or letter combinations any word because all people’s experiences are different. and then blending those sounds together. For example, if This chapter is about recognizing words using phonics, the word enigmatic is unknown, the student can give each word patterns, structural analysis, sight, context, and the letter one or more sounds from the variety of sounds the dictionary. Many sections in Chapter 2 contain ideas that letters symbolize to decode the word, trying various pro- will also be helpful in developing or strengthening stu- nunciations in an effort to have the word sound like one dents’ word recognition (see especially Sections 2.5, 2.8, that has been heard before. 2.9, and 2.10). 156 Improving Reading C ommoN CORE CONNECTIONS The strategies in this chapter support and extend the K–5 The list below highlights the sections within Chapter 3 Reading Foundational Skills #3. You can look in the Com- that are related to the Common Core Foundational Skills mon Core document for specific wording related to kin- in Phonics and Word Recognition. The K (kindergarten) or dergarten through grade five. Above fifth grade, many of numbers refer to the specific grade level and the letters these same skills will be important for readers who strug- refer to the specific area within that grade. The K–5 Read- gle with text. The strategies in each section can be used ing Foundational Skills #3 has the specific wording for or adapted to fit your needs. each grade level. Beginning in kindergarten, students are expected to 3.1: Phonics: Consonants learn common sounds for consonants (letter-sound asso- (use similar approaches with blends and digraphs) ciations) and the long and short vowel sounds associated Ka, 1a, other grades as needed with the five major vowels (a, e, i, o, u). Students should also learn high-frequency words by sight. As students 3.2: Phonics: Vowels progress through the grades, consonant digraphs, in- Kb, 1c, 2a, 2b, 2c, other grades as needed flected endings, syllabication, vowel teams, roots, pre- 3.3: Word Patterns and Word Building fixes and suffixes (affixes) are taught so students will be Kd, 1b, 2b, other grades as needed able to use these skills to accurately read words that are 3.4: Structural Analysis not recognized at sight. 1d, 1e, 1f, 2d, 3a, 3b, 3c, 4a, 5a Using a step-by-step approach, this chapter provides strategies and resources to help students learn these 3.5: High-Frequency Words skills. You will be given multiple ways to help students Kc,1g, 2f, 3d, other grades as needed learn a particular skill that can be adapted to many of 3.6: Sight Vocabulary the phonic elements (e.g., consonants, vowels, consonant 1g, 2f, 3d, other grades as needed digraphs) and prefixes, suffixes, and root words for vari- ous grade levels. There are also lessons in areas not spe- 3.7: Using Context to Predict Known Words cifically mentioned in the foundational skills of the Com- 4a, 5a, other grades as needed mon Core. For example, helping students learn flexible 3.8: Dictionary: Word Pronunciation word recognition strategies, contractions, compound Not mentioned, but applicable to grades 2 and above words, and how to use context clues and the dictionary 3.9: Lack of Flexible Word-Recognition Strategies will provide them with an even larger repertoire of skills 3c, 4a, 5a that lead to independence in word recognition so atten- tion can be focused on the many demands to compre- 3.10: Ineffective Use of Word-Recognition Strategies hend text. 3c, 4a, 5a Chapter 3: Phonics, Decoding, and Word Recognition 157 Section 3.1 Behavior Observed The student has difficulty associating the sounds that ©2014 by DmitriMaruta, Shutterstock, Inc. consonants symbolize. Anticipated Outcome The student will be able to use the sounds of conso- Phonics: nants to phonologically Consonants recode unknown words. Background The essence of phonics is to give students a means to associate sounds with letters and letter combinations so students can pronounce a word that is not recognized at sight. If the pronoun- ciation can be related to a word in the students’ experiences, there is a connection with meaning. Phon ics only helps students read (understand) words for which they already have meaning. For example, if the student sounds yyy-eeeg and says yegg, but has no meaning for the word, phonics is of little value. Fortunately, however, students have meanings for many words, and if they can decode a word, they are often able to associate meaning with the word, especially in the first few years of school. Using phonics, or the sounds people assign to letters and letter combinations, is one way stu- dents can pronounce unfamiliar words. The value of phonics should not be underestimated. Phon ics is one of the cueing systems readers use for words that are not in their sight vocabulary. Unfortunately, the teaching of phonics has been the topic The value of phonics should of controversy for decades. An examination of the research literature con- not be underestimated. cerning phonics instruction by the National Reading Panel (2000) led to the finding that “systematic phonics instruction enhances children’s success in learning to read and . is significantly more effective than instruction that teaches little or no phonics” (p. 9). It is our belief that phonics should be an important founda- tion of a quality reading program, and it should be taught as one of the strategies readers can use when they want to identify an unfamiliar word.