Word Identification Strategies

Barbara J. Fox is a Professor of Reading at North Carolina State University. Her experience with young readers comes from teaching in the elementary school and in her university teaching, which combines her talent for helping improve children’s reading ability and educating reading professionals. In her spare time she is an avid reader and enjoys her family and three dogs.

Colleen Lelli, CabriniCollege: "I chose this text for the in-depth phonics strategies and word identification strategies that are discussed in this book. Generally my students find this book to be an easy read and like the book a lot." Carianne Bernadowski, Robert Morris University: "A major strength of this text is its accessibility for students through the explicit explanation of strategies. Students particularly like the visuals provided with each strategy." Anitra E. Butler, Prince George's Community College: "This text does an excellent job providing in-service teachers with strategies for literacy instruction. I value the anticipation guides in the beginning of each chapter in order to set the purpose for reading. I also appreciate the informational aides that the text provides as well as the graphic and organizational aides." Dr. Laura C. S. Jones, NazarethCollege: "Fox's text helps my students to develop a more principled understanding of how readers and spellers acquire the word identification strategies they need to be efficient, automatic decoders and encoders."

• Chapter 1Word Identification in Your Classroom Reading Program 1Why Do We Teach Phonics?Essential Elements of Phonics in Your Successful Classroom Reading ProgramTeach Phonics DirectlyTeach Phonics SystematicallyTeach Phonics EarlyKeep Phonics Instruction MeaningfulSupport Children as They Use Phonics While Reading and WritingKeeping Phonics in Balance in Your Classroom Reading ProgramWhen Should You Teach Phonics?How Will You Teach Phonics?How Much Time Should You Spend Teaching Phonics?Under What Circumstances Should You Teach Phonics?How Children Read WordsAnalogyLetter-Sound DecodingAnalyzing the Structure of Long WordsPredictionInstant RecognitionMetacognitive AwarenessKeeping Word Identification Meaning-Focused Through Teaching Children to Self-Monitor, Self-Correct, and Cross-CheckSelf-MonitoringSelf-CorrectingCross-CheckingStages of Learning to Read WordsPrealphabetic Word Learners in Preschool and KindergartenPartial Alphabetic Word Learners in Kindergarten and Early First GradeAlphabetic Word Learners in Late Kindergarten Through Second GradeConsolidated Word Learners in Third Grade and AboveAutomatic ReadersReferencesChapter 2Phonemic Awareness: Becoming Aware of the Sounds of Language What Is Phonemic Awareness?What Is Phonological Awareness?Phonemic Is Important for Learning to ReadPhonemic Awareness Develops SequentiallyWord Awareness in PreschoolSyllable Awareness in Preschool and Early KindergartenRhyme and Beginning Sound Awareness in Preschool and KindergartenSound Awareness and Blending in Kindergarten through Second GradeManipulating Sounds in First and Second GradeRhyme and Beginning Sound AwarenessClassroom Activities for Developing Rhyme and Beginning Sound AwarenessSpare Minute Activities for Developing Rhyme AwarenessPhonemic AwarenessBest Practices for Developing Phonemic AwarenessClassroom Activities for Developing Phonemic AwarenessSound AwarenessBlendingSpare Minute Activities for Developing Phonemic Awareness 58Phonemic Awareness Assessment ToolsInformal Assessment ToolsFormal, Norm-Referenced Assessment ToolsTeaching Phonemic Awareness in Your Classroom Reading ProgramKindergartenFirst GradeSecond GradeTeaching Phonemic Awareness to English Language LearnersTeaching Phonemic Awareness to Children At RiskE-Resources for Teaching Phonemic AwarenessReferencesChapter 3Early Word Identification in Preschool and Early Kindergarten: The Strategies of Using Logos, Pictures, Word Shape, and Partial Letter-Sound Associations to Read New Words Environmental Cues: Associating Meaning with the Print in Everyday Surroundings in Preschool 68Picture Cues: The Inferring Meaning from Illustrations in Preschool and Early KindergartenConfiguration Cues: Using Word Length, Word Shape, or Eye-Catching Letters to Read New Words in Preschool and Early KindergartenWord ShapeWord LengthLetter ShapePrealphabetic Word Learners and Emergent Spellers in Preschool and Early KindergartenPartial Alphabetic Word Learners and Early Letter Name-Alphabetic Spellers in Kindergarten and Early First GradeBest Practices for Teaching Partial Alphabetic Word LearnersTeaching Letter Names and a Sound for Each Letter to English Language LearnersTeaching Letter Names and a Sound for Each Letter to Children At RiskE-Resources for Teaching Letter Names and a Sound for Each LetterReferencesChapter 4Analogy-Based Phonics in Late Kindergarten and First Grade: The Strategy of Using the Predictable Patterns in Known Words to Read New Words 83Looking Inside Syllables to Find Onsets and RimesTeaching Analogy-Based Phonics with Word FamililesHow Children Use the Onsets and Rimes in Known Word Family Words to Read New WordsEarly Alphabetic Word Learners and Late Letter Name-Alphabetic SpellersHow Rimes Make It Possible for Early Alphabetic Word Learners to Read New WordsBest Practices for Teaching Analogy-Based Phonics with Word Family WordsClassroom Activities for Teaching Analogy-Based Phonics with Word Family WordsSpare Minute Activities for Teaching Analogy-Based Phonics with Word Family WordsTeaching Analogy-Based Phonics with Word Family Words to English Language LearnersTeaching Analogy-Based Phonics with Word Family Words to Children At RiskE-Resources for Teaching Analogy-Based Phonics with Word Family WordsReferencesChapter 5Letter-Sound Phonics in Late Kindergarten, First, and Second Grade: The Strategy of Using Letter-Sounds to Read and Learn New Words Phonics Letter-Sound PatternsWhich Letter-Sound Patterns to Teach and When to Teach ThemTeaching Letter-Sound Phonics in Your Classroom Reading ProgramKindergartenFirst GradeSecond GradeThird GradeFourth and Fifth GradesHow Children Use Letter-Sound Phonics to Read New WordsCorrecting MisidentificationsMinor MistakesBest Practices for Teaching Letter-Sound-Based PhonicsDo Phonics Rules Belong in Your Classroom Reading Program?Full Alphabetic Word Learners and Within Word Pattern SpellersDecodable Books and Your Classroom Reading ProgramClassroom Activities for Teaching Letter-Sound-Based PhonicsSpare-Minute Activities for Teaching Letter-Sound PhonicsTeaching Letter-Sound Phonics to English Language LearnersTeaching Letter-Sound Phonics to Children At RiskE-Resources for Teaching Letter-Sound PhonicsReferencesChapter 6Analyzing the Strucgtue of Long Words in Third Grade and Above: The Strategy of Using Multiletter Word Parts to Read and Learn Long WordsThe Structure of Long WordsFree and Bound MorphemesTeaching Word Structure in Your Classroom Reading ProgramFirst and Second GradesThird, Fourth, and Fifth GradesHow Children Read New Words by Analyzing Word StructureCorrecting MisidentificationsConsolidated Word Learners and Syllalbles and Affixes SpellersPrefixesSuffixesBase WordsBest Practices for Teaching Prefixes and SuffixesGreek and Latin Word PartsCompound WordsContractionsSyllablesSyllable PatternsClues to Syllable DivisionAccent PatternsBest Practices for Teaching Syllable Patterns and AccentClassroom Activities for Teaching the Structure of Long WordsSpare-Minute Activities for Teaching the Structure of Long WordsTeaching Word Structure to English Language LearnersTeaching Word Structure to Children At RiskE-Resources for Teaching Word StructureReferencesAppendix ALetter-Sound Patterns: What the Phonics Teacher Needs to Know About How Letters Represent SoundsKey Vocabulary Index