Strategies
Teaching elementary kids with language delays or impairments in word recognition and print ideas requires a grasp of successful tactics that assist pupils in monitoring their mistakes. Here are five strategies that can be used in various situations: phonics lessons, sight word teaching, vocabulary education, morphological awareness lessons, and comprehension monitoring education. Students benefit from phonics lessons because they learn to associate letters with their corresponding sounds (Weiran et al., 2022).
Students with trouble decoding unfamiliar words would benefit the most from this activity. Teaching pupils to recognize these words by sight is the primary goal of sight word teaching (Weiran et al., 2022). Students benefit from learning new terms and their meanings via vocabulary education.
Instruction in morphological awareness seeks to improve students’ grasp of the relationship between word meaning and structure. Students may learn to recognize the grammatical relationships between prefixes, suffixes, and roots and how these parts combine to produce new words (Weiran et al., 2022). Students who have trouble learning new words or understanding those they have learned can benefit most from morphological awareness lessons. Understanding monitoring teaching teaches pupils how to check their understanding while reading.
Resources Required
Phonics teaching materials might include letter charts, flashcards, games, and worksheets. Sight word lists, flashcards, and games can all be helpful tools for training students to read by sight. Word walls, word banks, and picture books are just some tools that might help improve students’ vocabulary. Word games, prefix and suffix worksheets, and root word puzzles are all valuable tools for teaching morphological awareness in the classroom. Tools like visual organizers, comprehension checklists, and reading diaries may aid in training students to self-monitor their understanding.
Conditions under the Identified Strategies
Phonics courses can benefit students who struggle with decoding unfamiliar words. The goal of sight word teaching is to teach pupils to identify words by sight. Vocabulary education aims to teach new words and their definitions. Morphological awareness lessons are excellent for kids who struggle to acquire new words or comprehend ones they already know. The goal of comprehension monitoring instruction is to teach students how to assess their comprehension while reading.
Activities
It would be acceptable to utilize Dr. Seuss’s “The Cat in the Hat” for a small group of two to three kindergarten pupils who lack word recognition and print concept skills. Since this book is interesting and age-appropriate, kindergarteners will be motivated to learn and practice these abilities from it.
Activity 1: Word Wall
Objective
This exercise aims to help participants build their vocabulary and improve their ability to recognize and use new words. Procedure: Words like “hat,” “cat,” “fish,” and “house” are just a few examples of the narrative’s vocabulary that may be used to make a word wall before reading the story. Get the kids to pick out the words and pronounce them out loud.
The next stage introduces new vocabulary concepts from the story and has students record their meanings on the word wall (Green, 2022). The instructor may begin incorporating vocabulary education by teaching the students new terms found in the narrative, such as “fishing,” “rowing,” and “paddling.” Teachers may introduce these terms by providing definitions and then have students apply them in context.
Activity 2: Word Hunt
Objective
The lesson focuses on developing students’ phonemic and print concepts.
Procedure
Before reading the narrative, make a worksheet with images of things mentioned in the story, such as “hat,” “cat,” and “fish.” Ask the children to name the things in the photographs and identify them. The instructor might emphasize the sounds of the new vocabulary words to combine with phonics instruction. The words on the word wall may be organized by having pupils record each word’s initial and final sounds (Green, 2022). The “f” sound at the beginning and the “sh” sound at the end of the word “fishing,” for instance, may be used as an example for children to learn to segment words.
Activity 3: Making Predictions
Objective
This practice aims to improve understanding and critical thinking abilities. Procedure: Ask students to anticipate the tale based on the title and cover before reading it. Make a chart of their forecasts. This entails pausing and asking the children to predict what will happen next at different points in the story (Zaharani, 2022). Compare the students’ predictions with what transpired in the narrative after reading it. Educators might add comprehension monitoring by having students anticipate what they think will happen in the tale.
Rationale
These methods were selected because research shows they are effective in helping young infants acquire language and because they are consistent with the Class Profile. The first task tested participants’ phonemic awareness, or their capacity to recognize and work with the component sounds that comprise words. Students were given visuals to assist them in recognizing and distinguishing between distinct starting sounds in words. Students learn more effectively when they can make an instant mental connection between a sound and its written representation.
The second exercise emphasized learning to recognize high-frequency words by sight rather than phonetic decoding. To complete the task, participants read a short, easy paragraph using common words like “The cat sat on the mat.” Students were urged to study the material repeatedly until they could read it by sight. Teaching pupils about the components of print letters, words, and punctuation was the emphasis of the third lesson. The lesson plan called for a group reading of the book. The instructor would serve as a role model by pointing to individual words and demonstrating left-to-right reading directionality.
References
Weiran, W., Chen, T., Sainath, T., Variani, E., Prabhavalkar, R., Huang, W. R., Ramabhadran, B., Gaur, N., Mavandadi, S., Peyser, C., Strohman, T., He, Y., & Rybach, D. (2022). Improving rare word recognition with LM-aware MWER training. Interspeech, 2022- 10660. Web.
Green, C. (2021). The oral language productive vocabulary profile of children starting school: A resource for teachers. Australian Journal of Education, 65(1), 41–54. Web.
Zaharani, H. (2022). The effect of the word wall method on students’ writing ability. Journal MELT (Medium for English Language Teaching), 6(2), 107. Web.