UNIVERSITY OF CALOOCAN CITY

Graduate School
MASTER OF ARTS IN
TEACHING IN THE EARLY GRADES
MATG 307- EARLY READING INTERVENTION PROGRAMS

Topic: Strategic Word Learning and Teaching to Promote the Use of Word
Identification Strategies

Word learning strategies are strategies that can help students to determine
meanings of unfamiliar words independently and transfer the strategies to other words

STRATEGIC WORD LEARNING

The following are the strategies that we can use to acquire or learn words:
1. Dictionary Use
Dictionary use teaches students about multiple word meanings, as well
as the importance of choosing the appropriate definition to fit the particular
context
USES OF DICTIONARY
a. Learn the meaning of unfamiliar words
b. To find out how to correctly use a word.
c. To know the correct pronunciation of a word.
d. To find the correct spelling of the word.
2. Morphemic Analysis
Morphemic analysis is the process of deriving a word's meaning by
analyzing its meaningful parts, or morphemes. Such word parts include root
words, prefixes, and suffixes.
3. Decoding
Decoding is the ability to apply your knowledge of letter-sound
relationships, including knowledge of letter patterns, to correctly pronounce
written words. Understanding these relationships gives children the ability to
recognize familiar words quickly and to figure out words they haven't seen
before.
4. Context Clues
Context clues are hints found within a sentence, paragraph, or passage
that a reader can use to understand the meanings of new or unfamiliar words.

5. Use of background knowledge to determine accuracy of definition.

Background Knowledge is also called “SCHEMA.” Good readers use
background knowledge by using experiences and what they already know to
make sense of the text.

TEACHING TO PROMOTE WORD IDENTIFICATION STRATEGIES

Word Identification Strategy provides a functional and efficient strategy to

help challenged readers successfully decode and identify unknown words in their
reading materials.
 UNIVERSITY OF CALOOCAN CITY
Graduate School
MASTER OF ARTS IN
TEACHING IN THE EARLY GRADES
MATG 307- EARLY READING INTERVENTION PROGRAMS

Making Words

Making Words (Cunningham & Hall, 1994, 1997) is an activity designed to

teach students to look for spelling patterns in words and recognize the differences that
result when a single letter is changed. Teachers guide students in manipulating their
individual set of six to eight letters to create words.

Word Wall

The Word Wall is used in activities every day with new words added
gradually and practiced repeatedly until they become words that students can read
with automaticity, spell with accuracy, and use to read and spell unfamiliar words.

Portable word walls can be used by individual students so that they can add personal
words as well as take them to refer to when in other classes.

Be a Mind Reader
The teacher thinks of a word on the wall and then gives five clues about that word.
The students share a ‘guess’ for each clue.

Guess the Covered Word

Guess the Covered Word is an activity designed to teach students how to cross-check
letter-sound-based decoding strategies with meaning. The teacher writes a sentence
on the board covering one word in the sentence with two sticky notes.
 UNIVERSITY OF CALOOCAN CITY
Graduate School
MASTER OF ARTS IN
TEACHING IN THE EARLY GRADES
MATG 307- EARLY READING INTERVENTION PROGRAMS

References:
https://justaddstudents.com/vocabulary-teaching-strategies/
http://literacyforallinstruction.ca/working-with-words/
https://www.readingrockets.org/article/teaching-vocabulary