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

Word Recognition:

• Phonological Awareness
  
  
  • To know just which letter combinations and syllable forms that a learner needs further practice on, you can administer a simple word attack assessment. It will save instructional time in that you will be able to zero in on just those unmastered phonic elements that are holding up a learner's progress.

Spelling:

• Have your learners mastered these prerequisite skills to accurate spelling?
  
  
  1. Do they know the names and sounds of the consonants with automaticity?
  2. Do they know the names and the long and short sounds of the vowels with automaticity?
  3. Do they know the principles of open and closed syllables?
  4. Do they understand segmentation/chunking practices?
  
  
  
  If you know they have not mastered the above skills to the point of being able to apply them when they begin to spell a word, teach through the sequence, even beginning with sounds of the consonants.
  
  
• Phonemic Awareness (PA)
  
  
  • Any kind of practice that involves only the sounds of letters--not the letters themselves--will help focus learners' attention to "sounding out" a word before spelling it. Give them a PA assessment such as the Test of Auditory Analysis Skills (TAAS) (5 minutes per learner) to see where their mastery of consonant deletion gets shaky. Five minutes of a PA game (see the Spelling page in the Mini-Course) before you start a spelling lesson will prompt the learners to listen to and manipulate sounds before they put symbols to the sounds in the lesson itself.


• Visual Memory
  
  
  • Similar techniques to those you would use to teach decoding phonetically irregular words (sight word practice) apply to teaching to encode (spell) them.
  
  

Word Meaning (Vocabulary):

• Use vocabulary words for spelling and word recognition instruction. There will be a reciprocal reinforcement of all three components of silent reading comprehension (vocabulary, spelling, and word recognition).

For more information on strategies for instruction and supporting research, please read the sections in the Mini-Course on Word Recognition and Spelling.

Browse Profile: Menu
	Description of the ARCS Comparison Profile 3
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