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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 child’s 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?

THAT’S ALL,THANK YOU.