Word Identification Strategies: Building Phonics into a Classroom Reading Program, 5th edition
Published by Pearson (February 1, 2011) © 2012
- Barbara J. Fox North Carolina State University
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·        This comprehensive view of word identification gives pre- and in-service teachers the tools for teaching across the elementary school, including developing phonemic awareness and alphabet knowledge, and teaching word family words through rimes, letter-sound phonics, and the structure of long words.
·        Theory-based explanations for learning to read and spell new words are integrated into chapters to provide readers with a developmental perspective on teaching.
·        Effective, classroom-ready activities provide resources to support the effective teaching of word identification.
·        An explicit time-line for teaching and learning word identification runs throughout the book.
·        Essential information for planning and implementing effective word identification instruction is presented to support instruction in classrooms across the elementary school.
·        Research studies that support teaching various word identification strategies are cited.
·        NEW! New sections on teaching English language learners are included in every chapter (except the introductory Chapter 1). Chapters explain important considerations for teaching specific strategies and skills to English language learners, and provide classroom-ready recommendations for teaching phonemic awareness, the alphabet, word families, letter-sound phonics, and the structure of long words.
·        NEW! New sections on teaching children at risk are included in every chapter (except the introductory Chapter 1). These new sections give readers practical information on meeting the needs of children at risk from the perspective of the particular word identification strategy that is the focus of that chapter. Included are descriptions of methods that are particularly successful with children who struggle, issues for teaching children at risk, and activities that are particularly effective with these children.
·        NEW! New sections describing e-resources for teaching are included in every chapter (except for introductory Chapter 1), providing readers with invaluable support for the teaching and learning of word identification in the elementary school. Included are samples of internet resources including interactive lessons and games appropriate for Interactive White Board (IWB) or classroom computers, downloadable paper and pencil activities, and printable material.
·        NEW! Chapters now make the grade levels clear when certain word identification strategies and skills are taught in the elementary school reading program–it’s a grade-specific timeline format that runs throughout the entire text and helps readers understand the overall scope and sequence of the word identification program in the elementary school.
·        NEW! An updated description of phonemic assessment (Ch. 2) helps readers understand the informal and formal phonemic awareness assessment tools that are the most widely used in education today.
·        NEW! A new section, Clues to Syllable Division (Ch. 6), explains how to divide long words into syllables, and the syllable patterns themselves are now presented in Table 6.5, thereby making the information on syllables easier for readers to understand.
·        NEW! References are updated to present the most recent research.
·        NEW! A reorganization of Appendix A (formerly Appendix B) and Table 5-1 clearly and concisely shows the letter-sound patterns of phonics and explanations of the patterns and exceptions to the patterns.
·        NEW! An explicit focus on how onsets and rimes are used to develop knowledge of word families and to teach word family words is included in Chapter 4.
·        NEW! The information formerly in Appendices A (rimes), C (adding suffixes), and D (Greek and Latin word parts), is condensed and now appears in chapters, providing readers with immediate access to important information.
Chapter 1
Word Identification in Your Classroom Reading Program  1
Why Do We Teach Phonics? Â
Essential Elements of Phonics in Your Successful Classroom Reading Program
Teach Phonics Directly
Teach Phonics Systematically
Teach Phonics Early
Keep Phonics Instruction Meaningful
Support Children as They Use Phonics While Reading and Writing
Keeping Phonics in Balance in Your Classroom Reading Program
          When Should You Teach Phonics?
          How Will You Teach Phonics?
          How Much Time Should You Spend Teaching Phonics?
          Under What Circumstances Should You Teach Phonics?
How Children Read Words
          Analogy
          Letter-Sound Decoding
          Analyzing the Structure of Long Words
          Prediction
          Instant Recognition
Metacognitive Awareness
Keeping Word Identification Meaning-Focused Through Teaching Children to Self-Monitor, Self-Correct, and Cross-Check
           Self-Monitoring
           Self-Correcting
           Cross-Checking
Stages of Learning to Read Words
Prealphabetic Word Learners in Preschool and Kindergarten
Partial Alphabetic Word Learners in Kindergarten and Early First Grade
Alphabetic Word Learners in Late Kindergarten Through Second Grade
Consolidated Word Learners in Third Grade and Above
Automatic Readers
References Â
Chapter 2
Phonemic Awareness: Becoming Aware of the Sounds of Language Â
What Is Phonemic Awareness? Â
What Is Phonological Awareness? Â
Phonemic Is Important for Learning to Read
Phonemic Awareness Develops Sequentially
Word Awareness in Preschool
Syllable Awareness in Preschool and Early Kindergarten
Rhyme and Beginning Sound Awareness in Preschool and Kindergarten
Sound Awareness and Blending in Kindergarten through Second Grade
Manipulating Sounds in First and Second Grade
Rhyme and Beginning Sound Awareness
Classroom Activities for Developing Rhyme and Beginning Sound Awareness
Spare Minute Activities for Developing Rhyme Awareness
Phonemic Awareness
Best Practices for Developing Phonemic Awareness
Classroom Activities for Developing Phonemic Awareness
Sound Awareness
Blending
Spare Minute Activities for Developing Phonemic Awareness  58
Phonemic Awareness Assessment Tools
Informal Assessment Tools
Formal, Norm-Referenced Assessment Tools
Teaching Phonemic Awareness in Your Classroom Reading Program
Kindergarten
First Grade
Second Grade
Teaching Phonemic Awareness to English Language Learners
Teaching Phonemic Awareness to Children At Risk
E-Resources for Teaching Phonemic Awareness
References
Chapter 3
Early Word Identification in Preschool and Early Kindergarten: The Strategies of Using Logos, Pictures, Word Shape, and Partial Letter-Sound Associations to Read New WordsÂ
Environmental Cues: Associating Meaning with the Print in Everyday Surroundings in Preschool 68
Picture Cues: The Inferring Meaning from Illustrations in Preschool and Early Kindergarten
Configuration Cues: Using Word Length, Word Shape, or Eye-Catching Letters to Read New Words in Preschool and Early Kindergarten
Word Shape
Word Length
Letter Shape
Prealphabetic Word Learners and Emergent Spellers in Preschool and Early Kindergarten
Partial Alphabetic Word Learners and Early Letter Name-Alphabetic Spellers in Kindergarten and Early First Grade
Best Practices for Teaching Partial Alphabetic Word Learners
Teaching Letter Names and a Sound for Each Letter to English Language Learners
Teaching Letter Names and a Sound for Each Letter to Children At Risk
E-Resources for Teaching Letter Names and a Sound for Each Letter
References
Chapter 4
Analogy-Based Phonics in Late Kindergarten and First Grade: The Strategy of Using the Predictable Patterns in Known Words to Read New Words  83
Looking Inside Syllables to Find Onsets and Rimes
Teaching Analogy-Based Phonics with Word Famililes
How Children Use the Onsets and Rimes in Known Word Family Words to Read New Words
Early Alphabetic Word Learners and Late Letter Name-Alphabetic Spellers
How Rimes Make It Possible for Early Alphabetic Word Learners to Read New Words
Best Practices for Teaching Analogy-Based Phonics with Word Family Words
Classroom Activities for Teaching Analogy-Based Phonics with Word Family Words
Spare Minute Activities for Teaching Analogy-Based Phonics with Word Family Words
Teaching Analogy-Based Phonics with Word Family Words to English Language Learners
Teaching Analogy-Based Phonics with Word Family Words to Children At Risk
E-Resources for Teaching Analogy-Based Phonics with Word Family Words
References
Chapter 5
Letter-Sound Phonics in Late Kindergarten, First, and Second Grade: The Strategy of Using Letter-Sounds to Read and Learn New WordsÂ
Phonics Letter-Sound Patterns Â
Which Letter-Sound Patterns to Teach and When to Teach Them
Teaching Letter-Sound Phonics in Your Classroom Reading Program Â
Kindergarten Â
First Grade Â
Second Grade Â
Third Grade Â
Fourth and Fifth Grades Â
How Children Use Letter-Sound Phonics to Read New Words Â
Correcting Misidentifications Â
Minor Mistakes Â
Best Practices for Teaching Letter-Sound-Based Phonics Â
Do Phonics Rules Belong in Your Classroom Reading Program? Â
Full Alphabetic Word Learners and Within Word Pattern Spellers Â
Decodable Books and Your Classroom Reading ProgramÂ
Classroom Activities for Teaching Letter-Sound-Based Phonics Â
Spare-Minute Activities for Teaching Letter-Sound Phonics Â
Teaching Letter-Sound Phonics to English Language Learners
Teaching Letter-Sound Phonics to Children At Risk
E-Resources for Teaching Letter-Sound Phonics
ReferencesÂ
Chapter 6
Analyzing the Strucgtue of Long Words in Third Grade and Above: The Strategy of Using Multiletter Word Parts to Read and Learn Long Words
The Structure of Long Words
Free and Bound Morphemes
Teaching Word Structure in Your Classroom Reading Program
First and Second Grades
Third, Fourth, and Fifth Grades
How Children Read New Words by Analyzing Word Structure
Correcting Misidentifications
Consolidated Word Learners and Syllalbles and Affixes Spellers
Prefixes
Suffixes
Base Words
Best Practices for Teaching Prefixes and Suffixes
Greek and Latin Word Parts
Compound Words
Contractions
Syllables
Syllable Patterns
Clues to Syllable Division
Accent Patterns
Best Practices for Teaching Syllable Patterns and Accent
Classroom Activities for Teaching the Structure of Long Words
Spare-Minute Activities for Teaching the Structure of Long Words
Teaching Word Structure to English Language Learners
Teaching Word Structure to Children At Risk
E-Resources for Teaching Word Structure
References
Appendix A
Letter-Sound Patterns: What the Phonics Teacher Needs to Know About How Letters Represent Sounds
Key VocabularyÂ
IndexÂ
Barbara J. Fox is a Professor of Reading at North Carolina State University. Her experience with young readers comes from teaching in the elementary school and in her university teaching, which combines her talent for helping improve children’s reading ability and educating reading professionals. In her spare time she is an avid reader and enjoys her family and three dogs.
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