Transcript (and spelling)-3-1-3-1

Mature vs. Immature Word
Identification
Education 573
Spring, 2014
S. Rosenberg, Ed.D.
• 1. How do you identify written words?
• 2. What information and or skills do you use
to identify written words?
• 3. How do you spell written words?
• 4. What information and or skills do you use
to spell written words?
• 1. What information and/or skills can you use
to identify the following nonsense/novel
word?
Tommy ate a big, green
kafimzuggation.
• 1. What information and/or skills can you use
for spelling a word?
• Tommy ate a big, green __________________
• 1. How could a beginner identify the word
“cat” in the following? (If she is able to
identify the preceding words.)
• 1. Jack has a pet cat.
• 1. How could a beginner spell the word “cat”
in the following? (If she is able tospell the
preceding words.)
• 1. Jack has a pet ______________.
• 1. How could a beginner identify the word
“arcamedis” in the following? (If she is able to
identify the preceding words.)
• 1. Jack has a pet arcamedis.
• 1. How could a beginner spell the word
“arcamedis” in the following? (If she is able to
spell the preceding words.)
• 1. Jack has a pet arcamedis.
• Is reading only identifying words?
• What do we mean when we characterize
someone as a “reader?”
• What do they know that someone who is
illiterate doesn’t?
• What can they do that someone who is
illiterate can’t?
Consensus Definition of Reading
At a general level, reading is a
process of getting meaning from
print using knowledge about the
written alphabet and about the
sound structure of oral words for
purposes of achieving
understanding. “Preventing Reading Difficulties
in Young Children” 1998
Meaning and understanding
Knowledge of alphabetic characters
Knowledge of sounds
Decoding and Comprehension are
Separable
Individuals can comprehend spoken language
without being able to decode a written
word.
Individuals can decode, but cannot
comprehend.
To be able to read, an individual must be
skilled at decoding and comprehension.
Decoding and comprehension are carried out
in different parts of the brain.
Just because learning to identify (and
spell) words comes early in the learning
to read process does not mean it is easy.
In fact, for some students (i.e. those
With dyslexia) this is the most difficult
challenge of the learning to read
process.
How do beginners (and struggling readers)
identify words?
Using Visual Cues
Using Visual Cues
Using Illustrations
The monkey is in a tree.
Using Illustrations
The bird is in a tree.
Using Illustrations
The tiger is in a tree.
The Three Language Cueing Systems for
Decoding
Semantics : Meaning cues
Syntax: Grammatical Cues/Parts of Speech
Graphophonic Cues: Letter –Sound Cues
Using Semantic/Meaning Cues
Sam ate a red “
.”
Semantics: food, color
Using the meaning of the sentence to
identify the unfamiliar word
Using Syntactic/Grammatical Cues
Sam ate a red “
.”
Syntax: noun
Using the knowledge of the type of word to
identify an unfamiliar word.
Grapho-phonic/letter-sound
relationships
Sam ate a red “apple.”
Grapho-phonic: “a” “p” “p” “l” “e”
Using the knowledge of the relationship
between letters and sounds to identify an
unfamiliar word.
Using a combination of cues to identify an
unfamiliar word
Sam gets to school on his “bike.”
Semantics: what can you get to school on?
Syntax: noun
Grapho-phonics: “b” “I” “k” “e”
There is sufficient research
results to support the
conclusion that it is weak (and
beginning) readers who rely on
semantic and syntactic cues
and not good readers.
How do good readers identify words?
Word Reading
Good readers appear to process every
letter of the text.
a. Good readers “fixate” (their eyes stop) on about
85% of the words in a text.
b. It takes more time to read longer words. (i.e.
over 6 letters, approximately)
c. When individual letters are deleted from a text,
it takes good readers longer to read.
.
Good readers fixate/stop and focus on
almost every word
29
Literacy How, Inc.
Medial letters of words are omitted
Ic t b e t t Ic d a
yu
d w tI
was r g. The p
l p r of the h n m d, a
g
to a r
h at C
e U
y, it d ’t m r I
what o r the l s in w d are, the o y I
tt g
is t t the f t and l t l r be in the r t p e. The
r t can be a t l m s and you can s l r d it w t a
p m. T s is b e the h n m d d s not r d e y l
r by I f, but the w d, as a w e. A g huh? Y h
and I a s t t s
g was I
t!
Medial letters are scrambled
I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd
waht I was rdanieg. The phaonmneal pweor of the
hmuan mnid, aoccdrnig to a rscheearch at
Cmabrigde Uinervtisy, it dseno’t mtaetr in what
oerdr the ltteres in wrods are, the olny iproamtnt
tihng is taht the frsit and lsat ltteer be in the
rghit pclae. The rset can be a taotl mses and you
can sitll raed it whotuit a pboerlm. Tihs is bcuseae
the huamn mnid deos not raed ervey lteter by
istlef, but the wrod, as a wlohe. Azanmig huh?
Yaeh and I awlyas tghuhot slpeling was ipmorantt!!
Letter level cues are the primary
means good readers recognize words
(and the letters represent sounds)
Good readers do not guess based on
the meaning of the text up to that
point.
Good readers are expert decoders!
Good readers are characterized by their
ability to read real and non-sense words in
isolation, and without any semantic cues.
Good readers decode words “accurately” and
“automatically;” that is they can read words
with little or no conscious effort.
scuppernogation
presterpine
planchetting
tusiptekable
torpoundative
unfestability
Good readers can decode novel words
accurately and automatically because
they can easily associate letters with
their sounds, and blend the sounds to
pronounce a word; they can recognize
common letter combinations
automatically, and that makes word
recognition for known and unknown
words automatic, accurate and fast.
Research results indicated that those first
graders who begin to use letter-sound cues
earliest go on to be the better readers at the
end of the year.
The teacher must decide when and how to
begin to wean beginners (and struggling
readers) away from using the semantic and
syntactic context cues.
Show them how to build a better
mouse trap!
The comprehension of a
text depends on accurate
and efficient word
identification.
Good readers do use semantic and
syntactic cues, but only after
they identify the word in order to
determine its meaning.
compassion
reluctant
charismatic
After seeing the picture of the starving children, we all felt
pity or compassion for their suffering.
Billy was eager for the chance to be captain. He thought
that being captain of the team would make him very
popular in school. On the other hand Joe was afraid that
the time it would take would hurt his grades. He was
reluctant to take on the position of captain of the
basketball.
John Fitzgerald Kennedy, our 35th president, improved
human rights and equal rights for all people. People were
attracted to his charm and enthusiasm. His personality
was described as magnetic. He was a very charismatic
president.
Write down what you
see after one second
exposure.
1.
x m b a d c y
boragle
current
What does a beginner need to know
and do in order to learn how to
identify words using the spelling of
words/ letters in words?
• 1. A beginning reader and writer needs to have phonemic
awareness- the conscious awareness that words are composed of a
series of sounds/phonemes in a specific order.
• 2. A beginning writer needs to be able to segment words into
sounds/phonemes. (spelling)
• 3. A beginning reader to needs to be able to synthesize
sounds/phonemes into words. (word identification)
4. A beginning reader needs to needs to be able to identify letters.
5. A beginning writer needs to needs to be able to
form letters.
6. A beginning writer/speller needs to be able to
associate phonemes to letters.
7. A beginning reader needs to be able to identify
letter/orthographic patterns.
8. A beginning reader needs to be able to associate
letter/orthographic patterns with phonemes.
9. A beginning writer/speller needs to be able to
associate phonemes with letter patterns.
6. A beginner needs knowledge of letter-sound/phoneme
relationships (reading) and sound/phoneme-letter
relationships (writing).
7. A beginner needs Knowledge of common spelling rules and
patterns/ syllable types (and syllable division rules for
multi-syllable words)
8. A beginner needs knowledge of word
structure/morphology: prefixes, suffixes, roots.