Monday, June 1, 2020

Instruction for the Vulnerable Reader: Word Work

Last week's post addressed one aspect of the question Why Johnny Can't Read, the issue of quality of instruction. Quality instruction, I argue, is balanced instruction. Balanced instruction includes word work, read aloud, shared reading and writing, guided reading, and independent reading and writing.

Today, I would like to focus on word work. Here are some posts from over the years that address the decoding and sight words. Other posts will deal with other aspects of word work, namely, spelling and vocabulary. Underpinning any word work is student oral language, so I began this listing with my post on that issue. Once students begin to develop some proficiency in word work, fluency instruction can help them "read the words so they sound like talking", so a post on fluency is also included here.

When Readers Struggle : Oral Language

When Readers Struggle: Sight Words

When Readers Struggle: Word Solving, Part 1

When Readers Struggle: Word Solving, Part 2

When Readers Struggle: Word Solving, Part3

An Onset-Rime Approach to Decoding for Struggling Readers

Decode This: Meaning Helps Kids Break the Code

When Readers Struggle: Fluency

I hope you find these posts, taken together, offer a good starting point for helping children learn to break the code of written language.

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