Word Recognition for the Journey of Life :: Education, Phonics

Most adults ar able to affect talking to and instantly know their meaning. For instance, we impart see the word futon and associate it with furniture and not foods. Word recognition is a skill that is developed over years and occurs in stops. It is important for teachers to identify these fix ups and Jennings, Caldwell and Lerner (2010) stress that knowing those stages will allow teachers to help those students with memorizeing troubles (pg. 191). The low gear stage Jennings, Caldwell and Lerner (2010) mentioned is Logographic or the visual cue reading stage. You will often hear a mothers say that her child nookie read because he or she recognizes words of famous landmarks. This is because they recognized word use only visual cue (pg. 191). They then shift to the second stage of partial alphabetic stage or phonic cue recode stage. In this stage, children have a working knowledge of the alphabet. Jennings, Caldwell and Lerner (2010) made puddle that children ar no t reading whole words but are only looking at the first and last part of words and also mostly relying on pictures and context (pg. 192). From this stage, children move into the full alphabetic stage. Jennings, Caldwell and Lerner (2010) say by then they are paying attention to the mannequin of words and how vowels are situated (pg. 192). The last stage is big exercise in reading. Known as the sight word reading stage children automatically recognize words without chunking or sounding out. It is indoors this stage that comprehension takes place.Phonics help children learn to read. It is the first step in decoding or sounding out words. The first step in teaching phonic is to teach children how to identify each letter by its name and their sounds. Flashcards are great to use in this process. The letter can be shown and students say the sounds. As they progress I would implement phonogram as described by Jennings, Caldwell and Lerner (2010). Children need to know how combi nations of letters rile sounds. For example ck say k as in clock. I would teach this with word games. I would also show them that they can change letters to make new words e words such as cat into hat. Jennings, Caldwell and Lerner (2010) went on to say that it is also effective to read a book with decodable words and manipulate letters in words to make other words (pg.