Teaching Word Recognition: Effective Strategies for Students with Learning Difficulties

by Rollanda E. O'Connor

This highly regarded teacher resource synthesizes the research base on word recognition and translates it into step-by-step instructional strategies, with special attention to students who are struggling. Chapters follow the stages through which students progress as they work toward skilled reading of words. Presented are practical, evidence-based techniques and activities that target letter- sound pairings, decoding and blending, sight words, multisyllabic words, and fluency. Ideal for use in primary-grade classrooms, the book also offers specific guidance for working with older children who are having difficulties. Reproducible assessment tools and word lists can be downloaded and printed in a convenient 8 1/2" x 11" size.

New to This Edition
*Incorporates the latest research on word recognition and its connections to vocabulary, reading fluency, and comprehension.
*Chapter on morphological (meaning-based) instruction.
*Chapter on English language learners.
*Instructive "Try This" activities at the end of each chapter for teacher study groups and professional development.

Genres: Education, Teaching

365 pages, Kindle Edition

First published November 16, 2006

Reviews

[Rebekah · Rating 4 out of 5]

A useful how-to-read guide, complete with lesson plans. The title is a misnomer, though. This seems like a reading strategy book that would be used in any early elementary classroom. It didn't specifically address alternative strategies special education students may need. The lesson plans were helpful, though, and if I were going into elementary ed, I would refer to this book often.

[Jean Schram · Rating 4 out of 5]

A solid review of the research, with some information about application.
p. 62: body-coda more beneficial to work on than onset-rime or single-sound segmenting
p. 63 synthetic phonics instruction better than analytic phonics instruction; also benefits of encoding on decoding
p. 101 58% of all words with prefixes for with the four prefixes un-, re-, in-, and dis-.
pp. 116 118-benefits of morphology instruction
p. 125 example of when re- is not a morpheme
p. 141 “Teachers should understand that attaining meaningful increasing in fluency will require considerable practice.”

[Heather Roche · Rating 5 out of 5]

Wonderful resource for any teacher! Offers explicit information on the science of reading and how to effectively teach students to read.

[Mairéad · Rating 3 out of 5]

Some useful research backed suggestions/tips for teaching reading here, would be a good refresher for educators looking to support their pupils who find reading difficult.

[Taylor Panezott · Rating 5 out of 5]

Teacher friends! This book is incredible. I had to read it for one of my classes for school. It’s a great refresher while being a useful resource at the same time.

[Claire Wilson · Rating 4 out of 5]

Informative

[Jeff La Marca]

non-fiction,reading

[Michelle Picard · Rating 4 out of 5]

Well done! Especially enjoyed the early chapters!