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WORD ANALYSIS SKILLS
INTRODUCTION:
Instructors have told us they need to know how to define
word analysis skills as well as how to apply them. Implied
in this is the need to know how to diagnose the needs of the
individual learner.
This area is very complex and these materials will serve
only as an introduction for you. On your own you will have
to investigate this area further:
1) Think about language and how you use it in
reading.
2) Read what others think about how language
operates.
3) Practice with some adult programmed materials.
4) Ask your trainer for more resources.
Adults come to the reading experience with background
knowledge the tutors must take into consideration.
Therefore, it is important to find out what skills your
learner has and work on developing only those s/he
needs.
Very basic students may need instruction in word attack
skills. Even so, it is important to use the language skills
your learner already possesses. Each learner will have
individual needs and should be individually diagnosed.
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WHAT ARE WORD ANALYSIS SKILLS?
It was mentioned in the materials on the Language
Experience Approach that it would be possible for you to
identify some needed skills from the stories dictated by the
learner. In this program, selected word analysis skills will
be introduced for instruction. You should become familiar
with these five skill areas.
Take time now to familiarize yourself with the
definitions and with the examples on the following page.
DEFINITIONS:
1. Context: Using words which precede or follow in a
sentence in order to determine the pronunciation and meaning
of an unknown word.
2. Picture Clues: Using pictures which accompany textual
material to figure out unfamiliar or unknown words in the
text.
3. Phonics: The process of matching a written symbol with
a single spoken sound to determine pronunciation.
4. Sight Vocabulary: Words which are not phonetically
regular and which must be memorized by sight.
5. Structural Analysis: Using the knowledge of word
parts--root words (light), prefixes (relight), suffixes
(lightly), and both prefix and suffix (enlighten) to
determine pronunciation and meaning.
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EXAMPLES:
Generally, what you will be trying to do is to show the
learner that there are several clues to use in figuring out
a new word:
1. The context in which it appears.
The ________ said, "bow-wow."
2. Picture clues when available.
3. The letters and letter combinations in the word
(phonics).
man sled check
4. The sight of the total word.
were have would
5. The structure of the word.
newspaper cowboys unhappiness
Now restate the definition of each to a fellow trainee
before you read the rest of the materials or view the
film.
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WORD ANALYSIS SKILLS: A CLOSER
LOOK
In this section, we'd like to take a closer look at five
word analysis skills:
1. Context
2. Picture Clues
3. Phonics
4. Sight Vocabulary
5. Structural Analysis
In each case you'll find:
o definition
o example
o instructional tips
o Point of View
Point of View:
These sections discuss thoughts presented in the
preceding materials in a conversational way. They are
intended to clarify and amplify.
1. CONTEXT
Definition:
Using words which precede or follow in a sentence in
order to determine the pronunciation and meaning of an
unknown word.
Example:
pronunciation: I will record that score
immediately.
It is a world's record.
meaning: insomnia -
The man had insomnia and couldn't
sleep.
The meaning of the word is given in the second half of
the sentence.
Note: This clue capitalizes on the reader's
familiarity with oral language-hearing and speaking many
words s/he can't read.
INSTRUCTIONAL TIPS: CONTEXT
In using context, the reader relies on what s/he knows
about oral language to guess about words on the basis of
what would be there if s/he were saying it aloud. When the
learner comes to a word s/he can't decipher, encourage him
or her to guess at the word--based on the meaning of the
sentence so far, and on the beginning letter. If s/he can't
guess or guesses incorrectly, encourage him or her to read
on and see if s/he realizes what the word is. The learner
may not actually go back and correct the word, but you may
discover two things:
1) The learner reads the word correctly the next time
s/he comes to it.
2) The learner understands the meaning of the sentence,
so therefore knows the word in his or her mind.
If your learner doesn't correct the word, or never is
able to guess, work the word out with him/her, or provide
the word Don't push to the point of frustration.
Example: 1) No significant change:
text: The hassock was black and stood in front of
the chair.
reader: The footstool was black and stood in front
of the chair.
2) Significant change--the miscue needs to be brought to
the reader's attention:
text: The boy dropped the rock.
reader: The boy dragged the rock.
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NOTES:
Note: Don't correct every miscue. Encourage the
learner to guess. Allow correction after proceeding
with reading and realizing need to reread.
Note: Constant correcting prohibits any
meaningful reading of a passage. Many miscues will
not change meaning, so can be ignored if the
learner is getting the correct or similar meaning
from the sentence.
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Point of
View:
Generally, when you're working with an adult
non-reader, you are working with someone who relies
very heavily on context. His or her contexts are
not the abstract symbols we call words and
sentences. Your learner's contexts may be
placements of canned goods in a certain place in a
tore. "I know I'll find tomatoes over here with the
other vegetables." Or s/he may use the yellow paint
on the sidewalk curb rather than the bus sign to
decide where to catch a bus. Or, if s/he's driving
on a thruway, s/he will use buildings, a curve in
the road, or perhaps the shape of a sign to tell
where to turn off.
These visuals all become very powerful context
clues to help make decisions about how to proceed
in shopping or travel for your learner. What you
need to do in encouraging use of context clues to
figure out words is to help your learner see that
context with words will do the same thing for him
or her as does context in driving or shopping--it
wi11 give him or her a scene against which to make
judgements about the sense of what s/he's
reading.
If s/he can figure out all of the words in a
sentence except one, have him or her skip that one,
read all the rest, and then guess as to what the
unknown word might be. Then you can say, "That' s a
good guess. Now keep reading and see if your guess
makes sense." Dr. Kenneth Goodman wrote an article
several years ago called, "Reading as a
Psycholinguistic Guessing Game," which makes a lot
of sense. You may want to read it. It's in the
bibliography which accompanies this print material.
If your student's guess is a good one, s/he will
become more confident and will try guessing in
other situations. This has proved to be a very good
technique for beginning readers to try. It is,
incidentally, a strategy which proficient readers
often use.
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WORD ANALYSIS SKILLS: A CLOSER LOOK
(CONTINUED)
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2. PICTURE CLUES
Definition:
Using pictures which accompany textual materials to
figure out unfamiliar or unknown words in the text.
INSTRUCTIONAL TIPS:
Many graded level reading books, even for adults, make
extensive use of pictures. Before you and your learner begin
reading a story, look through it and project what the story
is about. Discuss some anticipated action based on what is
seen in the pictures.
Also, many materials--newspapers, magazines, manuals,
catalogues--use pictures extensively to aid in meaning and
identification.
You can encourage use of such clues by using a picture
cut from a magazine or newspaper, or using a family photo,
and helping your learner develop a story based on what s/he
sees in the picture and what might happen next. This becomes
a form of the language experience approach.
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Point of
View:
You'll find that many adults who do not read are
wonderful story teller and that they are so used to
depending on other than written clues that they
will be very good at looking at pictures and
telling a good story.
If you don't do anything else than that with
your student, you have all the makings of a good
opening to a story. You might say, for example,
before C. J. read any of a story, "C. J., before
you read, I want you to think about how much of
this story you can tell me, just by looking at the
pictures." Then let C. J. examine the pictures and
tell the best story he can. "Say, C. J., that's
great. Let's see if that's how the story goes." And
you're off and reading! Or perhaps you have jotted
down the student's comments made during examination
of the pictures. A simple listing would give you
something to refer to as you go through the story
together. In that way, you can keep the-, reading
on target and proceeding with a purpose--a very
important thing to keep in mind as you introduce
various selections for silent or oral reading. If
you use pictures in this way with your student, you
have given him or her an important tool to use in
figuring out unknown words.
Combiningthe use of context and pictures gives
the learner even more to use in figuring out the
meaning of what s/he is reading. For example, in
one research study, it was found that readers
wanted to look through a story before starting to
read.
They would look through and tell as much as they
could about how they thought the story would turn
out. They were predicting what was going to happen
in tile story his is a good strategy to encourage
your adult student to use. It's very helpful,
especially for adults often blessed with a high
degree of common sense, to be able to feel that
they are bringing something to the reading act. You
might say, after you've been reading for a while,
"How do you think this is all going to turn out?"
or when the student comes to a word s/he doesn't
know, "What word do you think might make sense
here?"
Another strategy which can be useful to students
in figuring out words with context and pictures is
called a confirming strategy. We hinted at it on
the previous page when we suggested that you have
the reader guess at a word, read on, and later
confirm whether or not guess the guess had been a
meaningful one. Again, we'd like to recommend that
you do some further reading about teaching a reader
to use these three very simple strategies. We've
included reference to an article by Dr. Kenneth
Goodman which explains how these three strategies
of predicting, guessing and confirming can be very
useful for the reader as s/he is trying to improve
his or her skills in sing context and picture
clues. (See Bibliography in Appendix.)
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WORD ANALYSIS SKILLS: A CLOSER LOOK
(CONTINUED)
3. PHONICS
Definition:
Matching a written symbol with a single spoken sound to
determine pronunciation.
Examples:
Beginning, medial and ending consonants: b. c. d, f,
etc.... z, etc.
Vowels: a, e, i, o, u, etc.
Blends: bl , sl , tr, fr, etc.
Note:
Recognize that words are made up of parts, but that the
whole word is the most important unit for the new reader to
learn.
Acknowledge that there are so many exceptions to rules
that it is better not to teach rules.
Examples: bough cough dough
INSTRUCTIONAL TIPS: PHONICS
This is probably the most difficult area of instruction,
and the one most often misused in the instruction
process.
Develop with the new reader a sense of the alphabetic
principle: that for every sound in the language, there is a
letter or letter combination counterpart.
Teach the most consistent elements first--beginning
consonants.
Example: If you have taught the word an, you can
reinforce and extend the learning by having the learner put
a variety of letters on the beginning of the unit an
to make new words:
r + an = ran
c + an = can
t + an = tan
m + an = man
p + an = pan
Utilize a consistent method for presenting selected
phonic elements:
1) Teach the sound
2) Teach the form
3) Associate sound and form
4) Provide practice in recognizing form and using the
sound
5) Provide new words to practice using the element
(See McKee, The Teaching of Reading, 1949)
Gradually add to the learner's ability to substitute
phonic elements. A simple progress chart recording known
elements can be encouraging and motivating for the
learner.
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NOTES:
Two cautions:
1) There are many exceptions to phonics rules.
It is best not to try and teach them to your
learner.
2) The word unit is most important for the adult
learner, and sound should be taught within this
unit as much as possible.
Write little rhymes to develop the anticipation
of the sound of an at the end of the
line:
It is a man.
He has a can.
It is in the pan.
The pan is tan.
He dropped it and ran.
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Point of
view:
We've mentioned that picture and context clues
can be very valuable tools for the beginning
reader. Another very useful and needed word
analysis skill for readers of languages which are
generally phonetic in their composition is called
in the field of reading phonics. You've probably
studied phonics in school yourself so you know that
the idea behind it is that for every sound in the
language there is a representative symbol or
combination of symbols. Some people lay a lot of
blame at the feet of teachers who "don't teach
phonics!" Others lay a lot of blame at the feet of
those who do! We'd like to propose that Phonics is
simply one more word analysis skill which your
learner ought to be able to use. But we'd also like
to suggest that you assume a very temperate
attitude regarding the use of phonics. Research
tells us-, for example, that phonics rules can be
very untrustworthy.
"A silent e on the end of a
consonant-vowel-consonant-vowel word makes the
first vowel long." And so my brother says po-lice
in which lice rhymes with nice! So, now that we've
warned you that you can't always trust the rules
(and truly, adults have an awful time remembering
rules anyway!), what are you to teach your student
about phonics?
Well, for one thing, I think you could say, very
matter-of-factlY, "We have a lot of ways of
communicating with each other. Many of us talk with
each other through our eyes or our gestures. We
tell each other that we are tired by the way that
we slump at a desk. Or that we are happy or sleepy
or afraid by other gestures. But we also have many
thoughts that we would like to share which can't be
expressed by pictures or a gesture. Or we often
want to share thoughts with others who live far
away. Or who live at a different time. So therefore
we have letters and words which stand for the
thoughts we want to communicate. And most of the
time there is a letter or letter combination for
every sound in the English language. What we're
going to do now is learn some of these letter-sound
combinations so that when you see certain letters
or letter combinations on paper, you'll know what
they are meant to say."
After you've introduced the general topic of
phonics as one more way of picking up word analysis
clues you can use any of several techniques for
building with a reader a sense of the alphabetic
principle. We've suggest that you develop with each
new reader a sense that for every sound in the
language, there is a letter or letter combination.
Now develop a process whereby you choose words to
associate with different letters of the alphabet.
Have the words that you choose be pictureable, and
give the learner the opportunity of choosing for
his/herself which pictures s/he would like to use
to help remember each letter sound. Develop this
set of cards in a format which can be referred to
easily. Looseleaf notebooks or 8 1/2 x 11 bound
notebooks work well. Cards are also satisfactory
and offer a sturdier surface on which to mount the
pictures.
Just a tip or tip or two for you--if you feel
hazy yourself about phonics, you may want to review
some of the general knowledge about the area. There
are programmed texts for doing this. Perhaps in
your workshop you'll want to practice how to
present one phonic element to one of your fellow
trainees.
You should also know that consonants are much
easier to learn than vowels, and that they are much
more regular than vowels, and that a person can
figure out most words just by knowing consonants!
Try this exercise. Take any sentence out of a
newspaper or magazine article. Print it on a sheet
of paper.
Leave out the vowels. Show it to one, of your
fellow instructors and see if s/he can read the
sentence without the vowels. Vowels are beautiful
things in our language. They give the shadings of
sound which often identify us as being from Boston
or Alabama. But they are elusive. For example, an a
can have eight or nine different sounds. When
you're choosing examples for your alphabetic
principle list, I'd stick with the consonants.
After your learner has a good grasp of the
correspondence between sound and symbol for
consonance, then you can start collecting examples
of all the different sounds that an a, e, I, o, or
a u can make. If you let your learner do the
collecting, s/he is even more likely to remember
the differences. And the collection will take on
the aspects of a game in which the two (or several)
of you together are discovering things which are
exciting and satisfying to you both. It's really
much better for you to let your learner lead the
way whenever possible. After all, s/he's been a
follower all his or her life. S/he's had to be.
S/he may have some wonderful leadership qualities,
and you're in a position to let him or her discover
them.
So what have we said about phonics? We've said
that it's important for your learner to understand
that there are regularities and that these
regularities can be helpful to him or her in
figuring out words. It's a much more powerful tool,
for example, when combined with context. How do you
pronounce the word present out of context? Is it a
verb? Or a noun? But when you put context and
phonic clues together you are arming your student
with a double-barreled approach which can be a very
powerful weapon in attacking unknown words.
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WORD ANALYSIS SKILLS: A CLOSER LOOK
(CONTINUED)
4. SIGHT VOCABULARY
Definition:
Words which are not phonetically regular and which must
be memorized by sight.
Examples:
was the where though
said bear know thought
INSTRUCTIONAL TIPS: SIGHT VOCABULARY
A good source of sight vocabulary familiar to the
learner's oral language is the language experience
story.
One of the most common ways of teaching sight words is
through the use of word cards. The word is printed on a card
to be studied and reviewed often by the learner.
A word bank of known words can be kept and constantly
increased to the learner's satisfaction. Sentences may be
written and developed into stories. The word cards may be
used for reference.
It is important to use the words in context, however, so
the learner sees how the word is used, and also knows the
meaning. Make sentences with the cards when possible. Also,
have the student write words, sentences and stories to
reinforce the learning of sight words.
You can develop simple, repetitive sentences using the
words to be read silently and aloud, to reinforce the word
and its usage.
There is the book.
There is the car.
I am here.
You are here.
Here is the book.
The tutor might also encourage the student to bring in
from newspapers, magazines, etc., examples of sight words
s/he has learned. This will help
1. reinforce memory and use of the words;
2. show how often such words are used;
3. encourage independence on part of student.
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Notes:
For practice:
Games: a flash card review
Bingo - a card with known words on it
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Point of
view:
There are going to be instances in which phonics
won't work. We mentioned earlier that words such as
bear, through, said, and was simply can't be
figured out using phonic clues. Your student will
have to know that some words must he learned by
sight. Lots of experience in seeing these words in
context is very important. It has been said that to
learn a new word, the average reader must have 35
exposures to it. Just think how many exposures you
ABE student will need!
But the trick for you will be to devise creative
ways in which s/he can see these words -in a
variety of contexts-which are so strong that tile
only word s/he can use is the sight word you want
him or her to learn!
When you're teaching a sight word, however, you
must not try to teach too many at one time. In an
adult basic education research project in Buffalo,
New York, some materials which were designed to
used with beginning adult readers were tried out.
As many as twelve new words were introduced in each
lesson. That is too many words for the beginning
adult reader to learn in one lesson. Never try to
teach more than six or eight words in a lesson.
Most of these words should be phonetically regular
words, with perhaps one or two new sight words per
lesson. If you are using high interest material
with your student, you'll find that s/he will
assimilate new words quite readily, but even so, do
not move too fast. After all, if the learner could
move fast, s/he wouldn't be your student today!
Time is needed for things to sink in. And lots of
successful experiences are needed with each new set
of ideas. You might want to start collecting the
sight words which your learner has learned. These
could go into a words bank. This kind of word
collecting has been beautifully described in the
Sylvia Ashton-Warner book, Teacher. This book
describes magnificently the process of word
collecting. Ms. Warner suggests that people
remember words longer if there is some emotional
attachment to the word. And her work with the Maori
children found her asking them each day, "What new
word would you like to learn today?" Their words
had to do with love and hate, kisses and fear. Try
this technique on your students. Let them ask for
words which they've always wanted to learn. One of
our students wanted to know how to read the names
of her sisters and brothers. Although these were
certainly not high utility words, they were
important words to Ms. Birdie, and after she knew
them, we were able to teach many of the high
utility words to serve as carriers for them as she
wrote stories about her early childhood and family
experiences.
Which brings us to the matter of word lists.
There are many words lists which your trainer may
be able to share with you. The notion behind word
lists is that someone accumulates a list of highly
used words. Students learn these words, and are
then able to read a much greater quantity of
materials than if they worked through materials
without mastering what are known as high utility
words. Perhaps you can begin to accumulate words
which appear often in your learner's stories. You
should consider utility as you teach words to
students. But you should also consider emotion
impact on the students.
And finally, as you and the learner begin to
accumulate written vocabulary which s/he recognizes
by sight, be sure to provide many experiences for
the learner to read those same words in context.
Notice how much easier it is to determine both
pronunciation and meaning when reading from context
rather than when reading from a list.
If you can bear these factors in mind as you
build materials for your students, you will have
gone a long way toward presenting a sensible way to
think about adding vocabulary.
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WORD ANALYSIS SKILLS: A CLOSER LOOK
(CONTINUED)
5. STRUCTURAL ANALYSIS
Definition:
Using the knowledge of word parts-root words, prefixes,
suffixes, and both prefix and suffix to determine
pronunciation and meaning.
Examples:
Prefixes: de-, pre-, inter-, mono-,
Root Words: A basic meaning unit (word) to which other
meaning units (prefixes and suffixes) may be added.
Suffixes: -er, -ment, -ous
Compound Words: cowboy, newspaper
INISTRUCTIONAL TIPS:
There are many common word endings and beginnings in
daily language. Once your learner is able to spot them, s/he
will be able to concentrate on deciphering the root word and
on adding the meaning appropriate to the added word
part.
Common Endings:
-s use + s
-ed use + ed
-ing use + ing
-s -ness
-ment -ous
-able -ful
Common Beginnings:
un- dis
con- en
Give your learner practice with suffixes and prefixes.
S/he will enjoy looking for the root word in the middle.
Have the learner:
1) Identify the prefix or suffix
2) Identify the root word.
3) Add new prefixes or suffixes to root word from
list.
4) Make combinations with new root words from list.
Practice with compound words will make many words easier
to decipher for the learner. You and the learner will spot
and can begin to use many of these:
cow + boy =
news + paper =
See articles such as "Vocabulary development by teaching
prefixes, suffixes and root derivations," (L. C. Breen, The
Reading Teacher, 1969, 14, pp. 93-97) as a reference in
helping a learner use structural analysis as a tool in
learning to read.
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Point of
View:
And now a final word about using structural
analysis. Broadly considered, any new perspectives
which your student can gain about his or her own
language should be of advantage in acquiring a
taste for and an ability in reading. If with each
new word you can show that there is the possibility
of learning five more words, then you have really
set the multiplier principle loose! This is just
what your students can do as they learn some of the
principles of structural analysis. If a student
learns that -ing can be added to a multitude of
words to form new words, s/he will have multiplied
his or her word knowledge immeasureably wit;1 one
learning. Take all the verbs s/he knows (you can
ask your student for action words rather than
calling them verbs). You write them down. Then show
your student how one words sounds when you add -ing
to it. Ask him or her to add -inq to make new
words. See how many new words can be made this way.
Do the same by adding -ly to words.
Continue to provide many such opportunities
which will expand the learner's ability to
understand and utilize structural analysis to
determine pronunciation and meaning of words.
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WORD ANALYSIS SKILLS: HOW DO I KNOW
WHAT MY STUDENT NEEDS?
Early in the tutoring experience, come prepared with a
variety of materials on different reading levels. See
sources suggested in the Appendix, see your local librarian,
or collect a language experience story from the learner.
Note also how the rereading process is approached.
Listen carefully for the various word skills used by your
learner as defined in the previous materials and in the
film. What kinds of words does s/he have trouble with?
1) All words?
2) Two syllable words?
3) Words with bl , s 1 , cl (blends) , at the
beginning?
4) Does s/he guess at words and then correct them as s/he
reads farther in the sentence?
5) Does s/he ignore endings such as -ed or
-ing?
Using a chart similar to the one on the following page,
record student responses which you observe in on-going
instruction. Identify which clues the reader seems to use,
and which elements or clues pose a problem for the
reader.
NOTE:
If the learner is a non-reader, begin testing informally
to find out the letters and sound s/he knows, and teach some
sight words to reinforce sounds and give a feeling of
accomplishment.
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DATE
CLUE
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6/26
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CONTEXT
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+
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PICTURE CLUES
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+
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PHONICS
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bl
cl
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SIGHT VOCABULARY
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where
there
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STRUCTURAL ANALYSIS
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-ed
-ing
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NOTES:
Example: This reader seems to use context to
guess at words and looks at pictures to help with
meaning. S/he misses words beginning with blends
with 1 in them. S/he confuss where and there, and
doesn't read -ed and -ing on the ends of words.
As you plan instruction, build on the learner's
strengths.
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WORD ANALYSIS SKILLS:
CHECK PROGRESS: WHAT SHOULD I BE ABLE TO DO
NOW?
In other words, what are some general objectives which
you as a tutor should have mastered in terms of word
analysis skills?
You should be able to:
1) List five word analysis skills.
2) Explain how word analysis skills can provide the
reader with clues in his or her reading.
3) Explain tile process of diagnosis in identifying
the learner's needs.
4) Tell why knowing about word analysis skills can
help an ABE student.
5) List some techniques for building word analysis
skills.
6) Use these techniques in a model lesson with another
tutor trainee.
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Analysis Menu
WORD ANALYSIS SKILLS: A FINAL WORD ...
We've tried in this section on word analysis skills to
interweave two ideas without saying too much about formal
diagnosis. The ideas are these:
1. Very informal experience with your learner
can provide important directions for you to pursue in
instruction.
2. You, as an intelligent and sensitive human being,
can make intelligent decisions about the instructional
needs of your learner without the help of complicated and
formal diagnostic tools.
You may not believe this now, but you will soon be in an
excellent position to make sound judgements and intelligent
decisions about your adult learner. We'd like to suggest
that, because you will know your learner so well, you will
be in a better position than the makers of formal diagnostic
instruments to know what the learner needs and to plan your
session together accordingly.
Why are we saying this in the program on word analysis
skills? Well, partially because word analysis skills can
have a bit of an ominous ring. You nay have the feeling, for
example, that unless you've taught your student all of the
rules about pronouncing long and short vowels that s/he may
not become a good reader. And in order to do that, you would
obviously have had to know all those rules yourself. And in
addition, you'd have had to have some pretty highly
developed materials at hand in order to present and
reinforce, such skills with your student.
We'd like to suggest, on the contrary that your student
already brings with him or her a very highly developed set
of skills. That the very fact that s/he speaks is evidence
of the fact that s/he has mastered the most complex act of
the human situation, the act of communication.
And that as you speak and observe him or her carefully,
you will use skills which you possess to help your learner
solve his or her present need. And that in the process, the
two of you will have demonstrated that language is a whole
expression of whole human beings, rather than fragmented
skills which produce good readers. Consider your student a
whole person. Think of his or her needs and hopes. Structure
your teaching around where these needs and interests lead
you. Insert skills practice as it appears to needed.
Recognize that your student, in learning how to read, will
always need to be reading about something and that the more
closely that something touches his or her life, the more
likely s/he will be to progress rapidly.
Back to Phonics and Word
Analysis Menu
WORD ANALYSIS SKILLS: ROLE PLAY
EXERCISE
1) Divide up in small groups. Choose one word attack
skill and develop an exercise which emphasizes it. Use
materials of your own, or from the Appendix. Share exercise
with group.
2) Accumulate examples of exercises and materials useful
in developing word attack skills to be shared with the
tutoring group at a later time.
Back to Phonics and Word Analysis
Menu
WORD ANALYSIS SKILLS : BIBLIOGRAPHY
Skills Instruction:
Colvin, Ruth J. and Jane 11. Root, TUTOR (Technique
Used in the Teaching of Reading), pp. 19-36.
Kohl, Herbert, Reading, How to.
O'Donnell, Michael P., Teaching ReadinGto the
Untaught, pp. 30-53, 55-70.
Pope, Lillie, Guidelines to Teaching Remedial
Reading, pp. 51-65.
Rauch, Sidney J., ed., Handbook for the Volunteer
Tutor, pp. 34-38, 46-59.
Smith, Edwin H. and Marie P., Teaching Reading to
Adults, pp. 19-25, 33-35, 43-45, and 55-58.
Ulmer, Curtis, Teaching the Disadvantaged Adult,
pp. 47-53.
Diagnosis:
Colvin, Ruth J. and Jane H. Root, READ (Reading
Evaluation-- Adult Diagnosis).
O'Donnell, as above, pp. 7-25.
Pope, as above, pp. 36-50, 79-82.
Rauch, as above, pp. 17-33.
Smith, as above, pp. 7-12.
Other References:
Ashton-Warner, Sylvia, Teacher.
Goodman, Kenneth S. "Reading as a Psycholinguistic
Guessing Game," The Journal of the Reading
Specialist, May, 1967.
McKee, Paul, Teaching of Reading in the Elementary
School, pp. 247-252.
Adult Proqrammed
Materials:
Building Your Language Power, a Self-Directed Basic
Reading Program for Adults, Silver Burdett Company,
1965.
Laubach: The New Streamlined English Series.
MacMillan Company, 1966.
Mott Basic Language Skills Program, Allied
Education Council, 1970.
Operation Alphabet: TV Home Study Book, NAPSAE,
1962.
Pollack and Lone: The Hip Reader, Book Lab, Inc.,
1969-1971.
Programmed Reading for Adults, McGraw Hill Book
Company, 1966.
Comments: disted@indiana.edu
Copyright
1998, The Trustees of Indiana
University
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Department
of Language Education