Word RecognitionWord Recognition

I can read all of these words!

“ “The twenty-five most common words make up The twenty-five most common words make up

about one-half of our written materials.”about one-half of our written materials.”

Fry, Kress & Fountoukidis, 2000Fry, Kress & Fountoukidis, 2000

““We have over a half-million words to communicate with, We have over a half-million words to communicate with,

but but half half of everything we write and read depends on only of everything we write and read depends on only

0.02 percent—on only those 100 most frequent words.”0.02 percent—on only those 100 most frequent words.”

Frank B. May, Frank B. May, Reading as Communication: To Help Children Read and Write 1998Reading as Communication: To Help Children Read and Write 1998

It appears that instant recognition of words, It appears that instant recognition of words,

especially high-frequency words, develops best especially high-frequency words, develops best

when students read large amounts of text, when students read large amounts of text,

particularly text that is relatively easy for the particularly text that is relatively easy for the

reader (Cunningham, 1995). reader (Cunningham, 1995).

The student who can read The student who can read on sighton sight 8 out of the 10 words in 8 out of the 10 words in

the sentence before them can read that sentence and can the sentence before them can read that sentence and can

usually decode the remaining words by using phonics, usually decode the remaining words by using phonics,

context or picture cues. Most importantly, they can context or picture cues. Most importantly, they can

understand the meaning of what they are reading.understand the meaning of what they are reading.

Without adequate high frequency/sight word knowledge, a Without adequate high frequency/sight word knowledge, a

reader’s fluency, and therefore their comprehension, is reader’s fluency, and therefore their comprehension, is

impaired.impaired.

Common High Frequency Word ListsCommon High Frequency Word Lists

• DolchDolch

• Edward Fry’s “Instant Word” ListsEdward Fry’s “Instant Word” Lists

• San Diego QuickSan Diego Quick

• California Reading and Literature Results ProjectCalifornia Reading and Literature Results Project

• Rebecca Sitton’s Core WordsRebecca Sitton’s Core Words

AssessmentAssessment

• High frequency/sight word knowledge needs to High frequency/sight word knowledge needs to

be assessed frequently and taught strategically.be assessed frequently and taught strategically.

• Students need to be able to read the word Students need to be able to read the word

without sounding it out and with automaticity.without sounding it out and with automaticity.

Word Identification in a BalancedWord Identification in a BalancedReading ProgramReading Program

• The focus on word identification is in line with a child’s The focus on word identification is in line with a child’s

individual needs and skills.individual needs and skills.

• Teaching letter/sound relationships helps children build Teaching letter/sound relationships helps children build

fluency, automaticity and independence.fluency, automaticity and independence.

Word Identification in a BalancedWord Identification in a BalancedReading Program (cont.)Reading Program (cont.)

• Children are encouraged to use alphabetic, semantic Children are encouraged to use alphabetic, semantic

and syntactic cues to identify unfamiliar words.and syntactic cues to identify unfamiliar words.

• Teacher modeling and multiple opportunities to interact Teacher modeling and multiple opportunities to interact

with text leads to the development of word identification with text leads to the development of word identification

strategies.strategies.

Becoming Aware of LanguageBecoming Aware of Language

• When beginning readers and writers explore written When beginning readers and writers explore written

language, they develop critical concepts about print.language, they develop critical concepts about print.

• When children explore oral language, they develop When children explore oral language, they develop

phonemic awareness and the ability to manipulate and phonemic awareness and the ability to manipulate and

play with the sounds of language.play with the sounds of language.

Becoming Aware of Language (cont.)Becoming Aware of Language (cont.)

• Phonemic awareness is sequential. Children become Phonemic awareness is sequential. Children become

aware of words, syllables, rhyme and eventually, to aware of words, syllables, rhyme and eventually, to

individual phonemes.individual phonemes.

• A child who has phonemic awareness can identify the A child who has phonemic awareness can identify the

sounds he/she hears, segment words and blend sounds sounds he/she hears, segment words and blend sounds

into words.into words.

What Does Research Say?What Does Research Say?

• Substantial evidence suggests that word identification Substantial evidence suggests that word identification

skills should be taught directly rather than waiting for skills should be taught directly rather than waiting for

children to discover them on their own and that such children to discover them on their own and that such

skills should be taught early. skills should be taught early.

• Effective readers are also strategic; that is, they learn Effective readers are also strategic; that is, they learn

how and when to use combinations of word identification how and when to use combinations of word identification

skills skills

(Adams, 1990; Anderson et al., 1985). (Adams, 1990; Anderson et al., 1985).

Who Is At-Risk?Who Is At-Risk?

• Children who overuse context clues and fail to attend to Children who overuse context clues and fail to attend to

letter-sound associations may misidentify words, and that letter-sound associations may misidentify words, and that

could cause them difficulty in constructing meaning for a could cause them difficulty in constructing meaning for a

passage (Simon & Leu, 1987). passage (Simon & Leu, 1987).

Who is At-Risk? (cont.)Who is At-Risk? (cont.)

• Children who do not effectively use meaning clues often Children who do not effectively use meaning clues often

sound out nonsense words or are so slow and laborious sound out nonsense words or are so slow and laborious

in word identification that they cannot simultaneously in word identification that they cannot simultaneously

draw meaning from the words that they are reading draw meaning from the words that they are reading

(Biemiller, 1970; Samuels, 1985). (Biemiller, 1970; Samuels, 1985).

Why Develop Automaticity?Why Develop Automaticity?

• The first 300 words make up 65% of all written material. The first 300 words make up 65% of all written material.

(Frye)(Frye)

• Comprehension begins to break down when students are Comprehension begins to break down when students are

focused on trying to decode or sound out the words.focused on trying to decode or sound out the words.

What Are High Frequency Words?What Are High Frequency Words?

High frequency words are phonetic and can be decoded, High frequency words are phonetic and can be decoded,

but occur with such frequency that they often need to be but occur with such frequency that they often need to be

learned before their specific phonics pattern is taught.learned before their specific phonics pattern is taught.

Examples of frequently occurring words: Examples of frequently occurring words: the, in, I, a,the, in, I, a, go, go,

to,to, that, with, about, please that, with, about, please

What Are Sight Words?What Are Sight Words?

Sight words are words, usually Anglo-Saxon in origin, Sight words are words, usually Anglo-Saxon in origin,

that must be memorized because of their non-phonetic that must be memorized because of their non-phonetic

structure and high degree of usage. structure and high degree of usage.

Examples of nonphonetic words: Examples of nonphonetic words: come, said,come, said, was, two was, two

and throughand through

What Are High Interest Words?What Are High Interest Words?

High interest words are words with special interest or High interest words are words with special interest or

emotional overtones and are frequently used and emotional overtones and are frequently used and

recognized by students in their personal reading and recognized by students in their personal reading and

writing.writing.

Examples of high interest words: Examples of high interest words: mom, dad, dinosaurmom, dad, dinosaur

Importance of Recognizing Words for Importance of Recognizing Words for Independent ReadingIndependent Reading

• Enables use of context clues.Enables use of context clues.

• Increases fluency and ease of readingIncreases fluency and ease of reading

• Children can read greater amounts and for longer Children can read greater amounts and for longer periods.periods.

• Focus can be more on comprehension than on Focus can be more on comprehension than on decoding.decoding.

California LanguageCalifornia LanguageArts StandardsArts Standards

1.0 Decoding and word recognition1.0 Decoding and word recognition

• Kinder 1.15 Read simple one syllable and high Kinder 1.15 Read simple one syllable and high frequency words (i.e.: sight words)frequency words (i.e.: sight words)

• 11stst 1.11 Read common, irregular sight words (e.g. the, 1.11 Read common, irregular sight words (e.g. the, have said, come give, of)have said, come give, of)

• 22ndnd 1.6 Read aloud fluently and accurately with 1.6 Read aloud fluently and accurately with appropriate intonation and expressionappropriate intonation and expression

Instructional ImplicationsInstructional Implications

• Rhyme awareness activitiesRhyme awareness activities

• Sound awareness activitiesSound awareness activities

• Teaching onset and rime/analogy strategyTeaching onset and rime/analogy strategy

• Letter-sound activitiesLetter-sound activities

• Multi-letter chunkingMulti-letter chunking

• Visual discrimination and configurationVisual discrimination and configuration

• Building wordsBuilding words

Instructional Implications (cont.)Instructional Implications (cont.)

• Word sortsWord sorts

• Cross-checking and self-monitoringCross-checking and self-monitoring

• Context cluesContext clues

• Cloze ActivitiesCloze Activities

• Word Wall ActivitiesWord Wall Activities

• Structural AnalysisStructural Analysis

• Phonetic cue strategiesPhonetic cue strategies

Ways to Classify and Sort WordsWays to Classify and Sort Words

There are many ways to sort and classify words on a There are many ways to sort and classify words on a word wall, in a literacy center, or in a whole or small word wall, in a literacy center, or in a whole or small group lesson:group lesson:

• Words that start the same (beginning blend, consonant Words that start the same (beginning blend, consonant

cluster or onset) cluster or onset)

• Words that end the same (rime) Words that end the same (rime)

• Words that rhyme Words that rhyme

• Words that contain the same number of syllablesWords that contain the same number of syllables

Ways to Classify and Sort Words Ways to Classify and Sort Words (cont.)(cont.)

• Long words, short words Long words, short words

• Words I know, words I think I know and words I Words I know, words I think I know and words I

don't know at all don't know at all

• Words with long or short vowels Words with long or short vowels

• Words with schwa sound Words with schwa sound

• Synonyms, antonyms Synonyms, antonyms

• Compound wordsCompound words

Word WallsWord Walls

• Using word walls is an effective classroom strategy for Using word walls is an effective classroom strategy for

learning and practicing HFW/sight wordslearning and practicing HFW/sight words

• As new words are learned they are added to the wall in As new words are learned they are added to the wall in

ABC orderABC order

• HFW words walls are added to and utilized all yearHFW words walls are added to and utilized all year

• If it is on the wall, they are responsible for knowing how If it is on the wall, they are responsible for knowing how

to read and spell it correctly!to read and spell it correctly!

Activities for Word Wall PracticeActivities for Word Wall Practice

• Speed reading all words under one letterSpeed reading all words under one letter

• Read using different voices/expressionsRead using different voices/expressions

• Guess my wordGuess my word

• Rhyming wordsRhyming words

• Read the entire wall forwards or backwardsRead the entire wall forwards or backwards

• Preposition/pronoun/noun/verb etc. huntPreposition/pronoun/noun/verb etc. hunt

Whole Class HFW PracticeWhole Class HFW Practice

• Word wall gamesWord wall games

• SlapSlap

• I have_____, who has____?I have_____, who has____?

• WordoWordo

• Word wall cards in ABC orderWord wall cards in ABC order

• Pass the cardsPass the cards

Small Group HFW PracticeSmall Group HFW Practice

• SlapSlap

• ABC orderABC order

• Pass the cardPass the card

• Guess my word(s)Guess my word(s)

• ConcentrationConcentration

• WordoWordo

Individual Student SupportIndividual Student Support

• Word cards on ringsWord cards on rings

• Word lists on deskWord lists on desk

• New words added to individual spelling dictionariesNew words added to individual spelling dictionaries

• Word hunts while readingWord hunts while reading

• Practice, practice, practice!Practice, practice, practice!

Practice at HomePractice at Home

• Flash cardsFlash cards

• ConcentrationConcentration

• Word hunts for focus wordsWord hunts for focus words

• Make words with magnetic letters on fridgeMake words with magnetic letters on fridge

• Words posted around the houseWords posted around the house

• Read, read, read!Read, read, read!

Beyond the Word BankBeyond the Word Bank

• Match cards whose word begins with the same Match cards whose word begins with the same

letter or syllable.letter or syllable.

• Match cards whose word ends with the same letter Match cards whose word ends with the same letter

or syllable.or syllable.

• Match cards whose word is the same.Match cards whose word is the same.

• Match cards whose words rhyme.Match cards whose words rhyme.

• Arrange cards according to alphabetical order.Arrange cards according to alphabetical order.

Beyond the Word Bank (cont.)Beyond the Word Bank (cont.)

• Arrange cards according to the number of syllables Arrange cards according to the number of syllables

in each word.in each word.

• Make up sentences using the words on the cards.Make up sentences using the words on the cards.

• Make up a story using all the words on the cards.Make up a story using all the words on the cards.

• Find synonyms, antonyms or homonyms.Find synonyms, antonyms or homonyms.

• Find cards whose words have the same root or Find cards whose words have the same root or

base word.base word.

Beyond the Word Bank (cont.)Beyond the Word Bank (cont.)

• Find cards whose words have prefixes or suffixes.Find cards whose words have prefixes or suffixes.

• Find cards with compound or derived words.Find cards with compound or derived words.

• Arrange cards by the stress on the words.Arrange cards by the stress on the words.

• Make up a story or poem using all or most of the words Make up a story or poem using all or most of the words

on the cards.on the cards.

Designing Word Recognition InstructionDesigning Word Recognition Instruction

• Identify word recognition error types. Identify word recognition error types.

• Provide systematic word recognition instruction on Provide systematic word recognition instruction on

specific skills. specific skills.

• Pre-teach word types in the text prior to reading. Pre-teach word types in the text prior to reading.

• Structure time for student to practice the text with a Structure time for student to practice the text with a

peer, adult, or tape. peer, adult, or tape.

• High frequency/site words: is, be, to, us, am, in High frequency/site words: is, be, to, us, am, in

• High frequency phrases: High frequency phrases:

by the dog by the dog

for the day for the day

on the bed on the bed

over the topover the top

Source: Building Fluency: Do It Well and Do It Right! Molly McCabeSource: Building Fluency: Do It Well and Do It Right! Molly McCabe

Recommended ReadingRecommended Reading

• Behr, Donald, et al, Behr, Donald, et al, Words Their WayWords Their Way

• Fox, Barbara, Fox, Barbara, Word Identification Strategies: Phonics Word Identification Strategies: Phonics

from a New Perspective from a New Perspective

• Frye, Edward, Frye, Edward, 1000 Instant Words1000 Instant Words, Laguna Beach , Laguna Beach

Educational Books.Educational Books.

• Throop, Sara (1999) Throop, Sara (1999) Success with Sight Words: Success with Sight Words:

Multisensory Ways to Teach High Frequency WordsMultisensory Ways to Teach High Frequency Words, ,

Creative Teaching Press. Creative Teaching Press.

For more information or explanation of ideas outlined in For more information or explanation of ideas outlined in

this presentation, please contact Cherry Carl atthis presentation, please contact Cherry Carl at

carl1404@msn.com. carl1404@msn.com.