LECTURE 7

Four Basic Methods Of Teaching

Of Reading
&
Word Recognition
Four methods for teaching reading
The Phonics Method
The Look and Say Method
The language experience approach
The Context Support Method
The Phonics Method

Best known and widely used method to teach

reading and writing in the English language
Teach names of alphabet first
Then teach sounds of letters
Blend two letters together to make simple words
Three letters
Four letters and so on
The Look and Say Method

Teach children to recognize whole words or

sentences
Look at a word and say out the word
Use of word cards and pictures
The language experience approach
Uses student's own words to help them read
Students draw pictures
Students/teacher write sentence below the picture
Students read the sentence
The Context Support Method

Books which contain things that interests the child

Personal experiences and oral language
WORD RECOGNITION
 Word recognition
Learning Outcome:
- After completing this lecture, students should be able
to:
- list the importance of word recognition skills in
reading comprehension
- compare and contrast different kinds of word
recognition in reading comprehension
- evaluate the most important issues today as they
relate to word recognition; and
- develop your own philosophy of the role of word
recognition in teaching of reading in your classroom.
Controversies
Controversy about beginning reading
Some emphasize on meaning
Others focus on pronunciation of words
There must be an appropriate balance between
teaching reading skills/strategies and reading and
responding to a wide range of texts
Adams (1990) concluded that whenever that
"balance" is lost -- when reading instruction becomes
so skills-oriented that meaning and the joy of
reading are lost, or when literature is emphasized to
the point that important skills and strategies are not
taught.
Review of Definition
Reading is the process of constructing meaning from
written texts. It is a complex skill requiring the
coordination of a number of interrelated sources of
information (Anderson et al., 1985).
Reading is the process of constructing meaning
through the dynamic interaction among:
the reader's existing knowledge
the information in the text being read
the context of the reading situation (Wixson, Peters,
Weber, & Roeber, 1987
ability to recognize or "say" the printed words of text
without constructing the meaning of that text is not
reading, constructing meaning from written text is
impossible without being able to identify the words
Both recognition of words and understanding are
important
Word recognition
Both words recognition and word identification are
defined as "the process of determining the
pronunciation and some degree of meaning of an
unknown word“
Unlocking the pronunciation leads to the word's
meaning
If the reader is unable to attach meaning to the
word, then he or she has not read the word, since
reading must end in meaning construction.
Overview
Word recognition important skills in teaching reading
skills
Three models of word recognition
Model 1- Word shape (bouma)

 James Cattell (1886) was the first

psychologist to propose this as a model of
word recognition
1.Word shape

Word Shape - ascending, descending, and neutral

characters
Word shape recognition using the envelope around the
word
2. Serial Letter Recognition
You start off by finding the first letter, than the
second, and so on until you recognize the word.
Shorter words are recognized faster than longer
words
3. Parallel Letter
Recognition
Letters within a word are recognized simultaneously,
and the letter information is used to recognize the
words
recognizing the features of the individual letters
features are then sent to the letter detector level
(letters in the stimulus word are recognized
simultaneously)
- The letter level then sends activation to the word
detector level
Factors related to word recognition
Familiarity with Print (Orthography)
Letter Names
Phonemic Awareness
Read the following:
笼中鸟
望眼鸟笼外，器材的世界多美妙，
它的翅膀虽然强有力，
无奈，想飞，却飞不了！
मछु आरे समुद्र में चला गया के लिए च पकड़ने

பல மாணவர்கள் சாப்பிட மிகவும்

நேசிக்கிறோம்

siya hugasan ang damit at pagkatapos luto pagkain

Orientation
They may realize that the print on a page is the
source of the text information needed for reading
Know that a reader looks at print from left to right
Limited preschool experiences with printed
language will need to be taught to them
Letter Names

Young children need to develop the concept that

printed words are composed of letters
Knowing letter names appears to facilitate the
development of word-recognition skills
Other literacy skills (language expansion, shared
reading, beginning writing activities, and so on) can
be introduced at the same time
Phonemic Awareness
Children learning to read need to learn that spoken
words are composed of a limited number of
identifiable, individual sounds or phonemes
Phonics involves building associations between
written letters and speech phonemes
Word recognition skills & Strategies
Instant Recognition
Context Clues
Word Structure Clues
Analogy Clues
 Word recognition skills
Word recognition refers to an individual's ability to
see a word and associate it with a meaning
Instant Recognition
- prerequisite for comprehending text
- repeated exposure to the same words
- high-frequency words
- said should rhyme with paid
Teacher needs to point this out to the children
Context Clues
Context Clues
- students can use meaning or context clues to
help identify words
1.Semantic or Meaning Clues
- "My cat likes to _____," What possible words
can be used in the blank?
2.Syntactic or Word Order Clues
- She likes to _______. What do you think
should go into the blank ?
- Noun? Verb? Adjective? Adverb?
3.Picture Clues
- if a picture of a cat leaping through the air
accompanies the text, jump seems a very
good possibility.
Context clues
Context clues useful but not specific enough
Definition: Information (such as a definition,
synonym, antonym, or example) that appears near a
word or phrase and offers direct or indirect
suggestions about its meaning.
a definition of the word embedded in the text
The factory supervisor demanded an inspection,
which is a careful and critical examination of all of
the meats processed each day.
Synonym/antonym
a synonym or antonym in a word, phrase, sentence,
or paragraph around the word
The boxes weren't exactly heavy, just cumbersome,
unlike the easy-to-carry bags with handles.
an example that helps define the word
The builder decided that the house could be built on
a number of sites, for example, along a wooded
path, near the ocean, or atop a mountain.
Word Structure Clues
Many groups of letters that occur frequently in
words
E.g. prefixes (un-, re-, in-)
suffixes (-ful, -ness, -est)
inflectional endings (-ed, -ing, -es)
ablity to associate sounds with a cluster of letters
leads to more rapid, and efficient word identification
Analogy Clues
Analogy strategies compare word parts to other
known words (shared patterns)
E.g. a child who has seen the word will many times
and who knows the sound associated with the
consonant f will probably have little difficulty
recognizing the word fill
b and
s and
h and (Base word is known. Initial consonant
changes.)
d ay
st ay
pl ay (Changing beginning consonant blend. Work
from known word.)
h ad
D ad
f at (Base word has a nonsense phongram “ad.”
Change beginning and ending.)
p et
p ut
p it (Medial vowel changes.)
be
be hind
be cause
be fore (Begins with known word; different endings;
also a-cross, a-long, a-way.)
gr een
pl ay gr+ay=gray (Beginning of one word + ending of
another word = new word.)
The role of phonics
Phonics is a much debated topic in teaching
beginning reading.
This is because two ideas phonic-based or meaning-
based are debatable
Adams (1990) calls for a balance, teaching phonics
in a meaningful context so that students can see the
value of phonics for learning to read, along with
abundant opportunities to practice the skills and
strategies they are learning in real reading and
writing activities.
Phonics Definition:
Phonics is letter-sound correspondences. The units
of sound can be syllables, onsets & rimes, or
phonemes.
Researchers believe that phonics is a good strategy
in beginning reading.
They also believe , it should be early, systematic,
clear and direct, frequently practiced and applied
meaningfully, and integrated with other word-
identification skills
Early, systematic
Foundations for success in reading and should be
taught and developed in kindergarten
There should be a clear, logical progression from
emerging literacy skills to actual phonics skills
Consonant sounds should be taught first – reliable
consonant clusters (br, gl, sw) and digraphs (sh, ch)
can follow.
Vowel-sound associations are much more variable
than consonants
In beginning reading materials, introduce short
vowel sounds before introducing long vowel sounds
Teach prefixes, suffixes and inflections
Clear and Direct

Directed attention to sounds helps beginning readers

to identify sound-symbol quickly
Pictures help beginning readers to recognise sounds
associated with letter
Frequent practice and application
Opportunities to apply their reading skills to many
meaningful, informative, and enjoyable reading
activities
Phonics is but one aspect of word identification
The use of meaning or context clues, through
identification of word parts, or through analogy
Different readers use different combinations of these
word-identification clues
Conclusion
The results of research, teaching experience, and
common sense indicate a need for balance and
moderation.
Reading without meaning simply is not reading
Beginning reading instruction must provide students
with the strategies and skills needed to identify the
printed words as a prerequisite to actively,
dynamically, and critically constructing meaning
Four
Trymethods of teaching beginning reading
each one for a few weeks and record the results
Combine two or more methods together like the
'phonics' and the 'look and say' method
Be patient, consistent and above all creative
Phonics works by breaking English words in smaller
components and basic sounds
Letters and letter groupings are then applied to
make words
There are 26 alphabets or letters in English
21 of them consonants and the remaining 5 vowels
The Phonics method involves the relation between
the speech sound and its written form.
There are 43 or 44 distinct speech sounds, called
phonemes, in English
Out of them 25 or 26 are consonant sounds and 18
are vowel sounds
5 vowel alphabets are used for 18 vowel sounds
The confusions and complications arise in reading
because 5 vowel alphabets are to be used for 18 vowel
sounds, and 21 consonant alphabets are to be used
for 25 consonant sounds.
Phonics Method for Reading these 43+ phonemes or
sounds and the letters or letters-combinations are
used teach
There are about 300 spellings used for writing these
43+ phonemes or sounds; 140 of them are very
frequently used and the remaining 160 are less
frequently used.
In this method the learner learns the 140 spellings,
and then to use that knowledge to read English.
Listening to the sounds and seeing the
corresponding letters are given more importance
than just seeing and writing them
There are 5 stages in this learning
In the first stage, each of the 43+ sounds and the
letter or letters-combination mostly used for that
sound is introduced to the learners
In the second stage the learners learn to add these
sounds and form words by playing a variety of games
In this stage the learner learns to clearly distinguish
between all the speech sounds.
In the third stage the learners learn to recognize and
read 50 most frequently used Irregular Words
through a story consisting of all these 50
learners listen to the story, and at the same time
read it on the card in their hand
The learners read aloud all these words printed bold,
and then write them down.
In the fourth stage the learners listen to several short
English stories
They hear them both in English and their mother
tongue
In the last stage the learners learn the names of the
English alphabet and their sequence through
listening to and singing several songs set in different
tunes
Through all these practices, which connect the
sounds, letters and words, it becomes easier for
various spellings for the sound to be imprinted in the
mind. It then becomes easier to read any English
text.
The teaching/learning materials used for this
learning consist of study cards, story books and
audio tapes which together constitute about 300
learning activities
Stage One and Stage Two
( 7 Milestones )

Milestone One: Learning the sounds and sound

letters of s, a, t, p, i, n
Milestone Two: Learning the sounds and sound
letters of c/k, e, r, h, m, d
Milestone Three: Learning the sounds and sound
letters of g, o, u, l, f, b
Milestone Four: Learning the sounds and sound
letters of ai, j, oa, ie, ee, or, and then to blend all
the sounds learnt so far.
Milestone Five: Learning the sounds and sound
letters of z, w, ng, v, short-oo, long-oo, and
then to blend all the sounds learnt so far.
Milestone Six: Learning the sounds and sound
letters of y, ch, sh, zh, voiced ‘th’, unvoiced ‘th’,
and then to blend all the sounds learnt so far.
Milestone Seven: Learning the sounds and sound
letters of ou, oi, ue, er, ar, schwa, air (r-
controlled), and then to blend all the sounds learnt
so far.
STAGE 3
Milestone Eight: Introduction of Irregular Words
and Learning to read and write 50 Frequently Used
Irregular Words
Milestone Nine: Introduction of More Irregular
Words and Learning of Alternate Sound Letters
for b, d, f, ee, u, ai
Milestone Ten: Introduction of More Irregular
Words and Learning of Alternate Sound Letters
for g, h, j, ue, ar, i
Milestone Eleven: Introduction of More Irregular
Words and Learning of Alternate Sound Letters
for k, l, m, or, ie (long i ), w
Milestone Twelve: Introduction of More Irregular
Words and Learning of Alternate Sound Letters
for n, p, r, oi, oo (long), oo (short)
Milestone Thirteen: Introduction of More Irregular
Words and Learning of Alternate Sound Letters
for s, t, v, ou, er, a
Milestone Fourteen: Introduction of More Irregular
Words and Learning of Alternate Sound Letters for
z, th (voiced), th (unvoiced), oa (long ‘o’), e, o
Milestone Fifteen: Introduction of More Irregular
Words and Learning of Alternate Sound Letters for
ng, ch, sh, y, zh, air (r-controlled), c (schwa
sound).
Milestone Sixteen: Introduction of More Irregular
Words and Teaching the Use of Letters ‘c’, ‘x’ and
‘qu’.
Milestone Seventeen: Introduction of the Names of
the Alphabet and Learning of their Sequence and the
use of Capital Letters.
Milestone Eighteen: Learning to read and write 150
more Frequently Used Irregular Words
Milestone Nineteen: Learning To Use Children’s
English Dictionary