Reading components work together. Increasing skill on any component affects skill on the others.^RR

Spelling:

1. Assess their mastery of regular and irregular syllables in polysyllabic words. Go through all the irregular letter combinations and syllable types. You can find lists of words divided into syllables in Fry, et al.
   
   
2. Select words that you think are also appropriate for vocabulary enrichment. Learning the meaning of a word fortifies attention to its correct pronunciation and spelling. The learner then learns everything she/he needs in order to use the word in both speaking and writing.
   
   
3. Teach the use of computer spell check programs.

Word Meaning (Vocabulary) Enrichment:

When asked how many hours a week they read any reading materials for pleasure (newspapers, magazines, etc.), 18% reported less than 1 hour/week; 38% read between 1 and 3 hours/week. About half of this group is not reading very much at all and what they are reading is not challenging their present word knowledge. So, even though they are good readers, their outside reading is not doing much to increase their vocabulary. They will benefit from direct instruction of vocabulary, especially of words they will need to know if they want to go on to higher education.

In addition to good readers learning new words from context, direct instruction can measurably increase their word knowledge.

1. Assess their familiarity with words on the Academic Word List.
   
   
2. Teach the use of the thesaurus to find synonyms or other word substitutions.
   
   
3. Assess their understanding of prefixes and suffixes to show how affixes predictably change the meaning of root words.

Browse Profile: Menu
	Description of the ARCS Comparison Profile 1
	Suggestions for Instruction for Profile 1 Learners
	Additional Profile 1 Information from the Research
	Comparison of the Three Profiles in the GED Group
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