Help for Struggling

Readers and Writers

Tools for the Classroom
Struggling readers and writers do best when given a systematic program in word analysis skills (Foorman et al, 1998). Although
most students will grasp word analysis skills regardless of the approach used to teach the, at risk learners need direct, clear
recommends word building, with one important adaptation. When presenting a pattern, emphasize the components of the pattern. As
explained in the simple lesson, say the parts of a pattern word. When adding p to form pet, say. “When I add /p/ to /et/, I get the word
pet. The point out each letter and the sound it represents. Pointing to p say /p/, pointing to e say /e/, pointing to t say /t/. Then say the
word as a whole. Later, after adding et to p to form pet, again say the word in parts and then as a whole. Pointing to p, say the sound /p/.
pointing to e, say the sound /e/. pointing to /t/, say the sound /t/. then say the word as a whole. Have students say the word in parts and
as a whole. Saying the individual sounds in a word helps the students to note all the sounds in the word and
the letters that represent them. It also fosters phonemic awareness, which develops slowly in many struggling readers. In addition, some
struggling readers may find it easier to deal with individual sounds.

Also, use spelling to reinforce phonics. Dictating and having students spell pattern
words helps them to focus on the individual sounds and letters in the pattern words
and provides another avenue of learning. Most important of all, encourage students
to read widely. Struggling readers often need much more practice that do achieving
readers. Reading books on their level that apply patterns they have been taught is th
e best possible practice.
THANK YOU
Summary
The ultimate goal of phonics, syllabic analysis, and other word
recognition skills is to enable students to become independent
readers. Functional practice and extensive reading are recomme
nded to help them reach that goal. Students should be taught h
ow to use two powerful word identification strategies pronounc
eable word part and analogy. Because they occur so frequently,
students should be given extra practice with high frequency wor
ds so that they can be recognized rapidly. Although virtually all
words are learned by creating a bond between sounds and spelli
ngs, most words are ultimately recognized just about instantane
ously. Fluency is fostered by providing a solid foundation in wo
rd analysis and rapid recognition of high frequency words. Nu
merous opportunities to red materials on the approach private l
evel of challenge also builds fluency.
 Summary
Extending and applying
The ultimate goal of phonics, syllabic analysis, and other word
1. Read over the pronunciation key of a dictionary. Notice the spellings given for the conso
recognition
nant sounds and the vowel skills is to
sounds. enable
Check students
each of the sounds.to Are
become independent
there any that are not i
readers.
n your dialect? The Functional
following words practice andtwoextensive
have at least reading
pronunciation: are recomme
dog (“dawg” or “do
g”), roof (“roof ” or “roof ”), route (“root” or “rowt”). How do you pronounce them?
nded to help them reach that goal. Students should be taught h
2. Examine the word analysis component of a basal series. What is its approach to teaching
phonics ow to useanalysis?
and syllabic two powerful wordandidentification
Are the lessons strategies
activities functional pronounc
and contextual? Is
adequateeable
practiceword partWhat
provided? andisanalogy.
your overallBecause
evaluationtheyof theoccur so frequently,
word analysis program
in this series?
students should be given extra practice with high frequency wor
3. Using the word-building (pattern) approach described in this chapter, plan a lesson in wh
ds soorthat
ich a phonics they
syllabic canelement
analysis be recognized rapidly.
is introduced. Although
State your virtually
objectives and describeall
words
each of the steps are learned
of the by the
lesson. List creating
titles ofachildren’s
bond between
book or othersounds and
material thatspelli
mi
ght be used
ngs,to most
reinforce or apply
words aretheultimately
element taught. Teach the lesson
recognized just and
aboutevaluate its effe
instantane
ctiveness.
4. Workingously. Fluency
with a small groupisoffostered
elementaryby providing
student, note whicha solid foundation
strategies the use whenin thwo
rd analysis
ey encounter and rapid
difficult words. Providingrecognition
the necessaryof high frequency
instruction and prompts, words. Nu
encourage
them to merous
use the pronounceable
opportunities words.to Providing the necessary
red materials on instruction
the approach and prompts,
privatee l
ncourage them to use them the pronounceable word part, analogy, and context strategies.
evel of challenge also builds fluency.
 Summary
Developing a professional
Extending portfolio
and applying
The ultimate goal of phonics, syllabic analysis, and other word
Document1. your
Read over the pronunciation
knowledge of key ofability
and a dictionary. Notice the
tostudents
teach word spellings given for the conso
analysis.
recognition skills is to enable to
nant sounds and the vowel sounds. Check each of the sounds. Are there any become independent
that are not i
Include a sample word
readers.
n your dialect? analysis
The Functional lesson
following words that
practice you have taught
andtwoextensive
have at least pronunciation: and
reading are recomme
dog (“dawg” or “do
g”), roof (“roof ” or “roof ”), route (“root” or “rowt”). How do you pronounce them?
your reflection
2. Examine onnded
the
to help
it. word
Keep them reach
a record
analysis componentof any thatingoal.
of a basal serviceStudents
series. Whatsessions should
or wbe
is its approach
taught h
to teaching
orkshop sessions
phonics onow to useanalysis?
and word
syllabic two powerful
analysis Arethat wordand
you
the lessons identification
have attended.
activities strategies
functional pronounc
and contextual? Is
adequateeable
practiceword partWhat
provided? andisanalogy.
your overallBecause
evaluationthey of theoccur so frequently,
word analysis program
in this series?
students should be given extra practice with high frequency wor
3. Using the word-building (pattern) approach described in this chapter, plan a lesson in wh
ds soorthat
ich a phonics they
syllabic canelement
analysis be recognized rapidly.
is introduced. State your Although virtually
objectives and describeall
words
each of the steps are learned
of the by the
lesson. List creating
titles ofachildren’s
bond between
book or othersounds and
material thatspelli
mi
ght be used
ngs,to most
reinforce or apply
words aretheultimately
element taught. Teach the lesson
recognized just and
about evaluate its effe
instantane
ctiveness.
4. Workingously. Fluency
with a small groupisoffostered
elementaryby providing
student, note which a solid foundation
strategies the use whenin thwo
rd analysis
ey encounter and rapid
difficult words. Providingrecognition
the necessaryof high frequency
instruction and prompts, words. Nu
encourage
them to merous
use the pronounceable
opportunities words.to Providing the necessary
red materials on instruction
the approach and prompts,
privatee l
ncourage them to use them the pronounceable word part, analogy, and context strategies.
evel of challenge also builds fluency.
 Summary
Developing a professional
Extending
Developing aand portfolio
applying
resource file
The ultimate goal of phonics, syllabic analysis, and other word
Document1. your
Read over the pronunciation
knowledge of key ofability
and a dictionary. Notice the
tostudents
teach wordspellings given for the conso
analysis.
Maintain a list of books
recognition that
skills you
is to might
enable use to provide
to
nant sounds and the vowel sounds. Check each of the sounds. Are there any become students
independent
that are not i
Include a sample word
with opportunitiesreaders.
n your dialect? analysis
The toFunctional
followinglesson
apply words
their that
word
practice
have you
and
at least have
analysis
two taught
skills.
extensive
pronunciation: and
Seek
reading outrecomme
are
dog (“dawg” bor “do
roofnded
g”), you (“roof ”aornatural route
“roof ”), sound (“root” or “rowt”). How do you pronounce them?
your ooks that
reflection have to help them reach to
that
2. Examine the word analysis component of a basalservice
on it. Keep a record of any them.
in goal. Studentssessions
series. What
should
or wbe
is its approach
taught h
to teaching
orkshop sessions
phonics onow to useanalysis?
and word
syllabic two powerful
analysis Arethat wordand
you
the lessons identification
have attended.
activities strategies
functional pronounc
and contextual? Is
adequateeable
practiceword partWhat
provided? andisanalogy.
your overallBecause
evaluationtheyof theoccur so frequently,
word analysis program
in this series?
students should be given extra practice with high frequency wor
3. Using the word-building (pattern) approach described in this chapter, plan a lesson in wh
ds soorthat
ich a phonics they
syllabic canelement
analysis be recognized
is introduced.rapidly.
State yourAlthough virtually
objectives and describeall
words
each of the steps are learned
of the by the
lesson. List creating
titles ofachildren’s
bond between
book or othersounds and
material thatspelli
mi
ght be used
ngs,to most
reinforce or apply
words aretheultimately
element taught. Teach the lesson
recognized just and
about evaluate its effe
instantane
ctiveness.
4. Workingously. Fluency
with a small groupisoffostered
elementaryby providing
student, note whicha solid foundation
strategies the use whenin thwo
rd analysis
ey encounter and rapid
difficult words. Providingrecognition
the necessaryof high frequency
instruction and prompts, words. Nu
encourage
them to merous
use the pronounceable
opportunities words.to Providing the necessary
red materials on instruction
the approach and prompts,
privatee l
ncourage them to use them the pronounceable word part, analogy, and context strategies.
evel of challenge also builds fluency.
THANK YOU