Decodable text is an intermediate step between reading words in isolation and authentic literature. Reading materials in which a high percentage of words are linked to phonics lessons using letter-sound correspondences children have been taught. Decodable Text: Text in which the majority of words can be identified using their most common sounds.Continuous Sound: A sound that can be prolonged (stretched out) without distortion (e.g., r, s, a, m).Alphabetic Understanding: Understanding that the left-to-right spellings of printed words represent their phonemes from first to last.Alphabetic Awareness: Knowledge of letters of the alphabet coupled with the understanding that the alphabet represents the sounds of spoken language and the correspondence of spoken sounds to written language.Knowledge of advanced word analysis skills is essential if students are to progress in their knowledge of the alphabetic writing system and gain the ability to read fluently and broadly.ĭefinitions of key Alphabetic Principle terminology: Knolwedge of prefixes, suffixes, and roots, and how to use them to "chunk" word parts within a larger word to gain access to meaning.Identification of VCe pattern words and their derivatives.Knowledge of common letter combinations and the sounds they make.The critical design considerations are how many to introduce and how many to review.Īdvanced word analysis involves being skilled at phonological processing (recognizing and producing the speech sounds in words) and having an awareness of letter-sound correspondences in words. The key to irregular word recognition is not how to teach them.At this point, irregular words may be introduced, but on a limited scale. To strengthen students' reliance on the decoding strategy and communicate the utility of that strategy, we recommend not introducing irregular words until students can reliably decode words at a rate of one letter-sound per second.In this case, we also teach these words as irregular words. In beginning reading there will be passages that contain words that are "decodable" yet the letter sound correspondences in those words may not yet be familiar to students.Texas Center for Reading and Language Arts, 1998 see References Irregular Word: A word that cannot be decoded because either (a) the sounds of the letters are unique to that word or a few words, or (b) the student has not yet learned the letter-sound correspondences in the word (Carnine, Silbert & Kame'enui, 1997 see References). Those words are referred to as irregular words. Words begin with a stop sound and end with a consonant blendĪlthough decoding is a highly reliable strategy for a majority of words, some irregular words in the English language do not conform to word-analysis instruction (e.g., the, was, night). Words are longer and end with a consonant blend VCC and CVCC words that begin with a continuous sound VC and CVC words that begin with continuous sounds Simple Regular Words - Listed According to Difficulty (reading the word without sounding it out) (sounding out the word in your head, if necessary, and saying the whole word) (saying each individual sound and pronouncing the whole word) translate speech to print using phonemic awareness and knowledge of letter-sounds.read from left to right, simple, unfamiliar regular words.There are simply too many words in the English language to rely on memorization as a primary word identification strategy (Bay Area Reading Task Force, 1997, see References).īeginning decoding ("phonological recoding") is the ability to: Regular words are words that can be decoded (phonologically recoded).īecause our language is alphabetic, decoding is an essential and primary means of recognizing words. Phonological recoding consists of:Ī regular word is a word in which all the letters represent their most common sounds. Phonological Recoding: Using systematic relationships between letters and phonemes (letter-sound correspondence) to retrieve the pronunciation of an unknown printed string or to spell words.Alphabetic Understanding: Words are composed of letters that represent sounds.The alphabetic principle is composed of two parts:
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