{"id":218,"date":"2020-07-09T00:37:38","date_gmt":"2020-07-09T00:37:38","guid":{"rendered":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=218"},"modified":"2024-03-11T22:07:26","modified_gmt":"2024-03-11T22:07:26","slug":"word-decoding","status":"publish","type":"page","link":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=218","title":{"rendered":"Strategies to Support Word Decoding"},"content":{"rendered":"\n<p class=\"is-style-success\">Clients with problems in <em>phonological processing deficits<\/em> will likely have issues with word decoding and will require explicit instruction in phonetics. When children have phonetic errors this can compound reading difficulties because they begin to lear errors. Ideally, client&#8217;s need error-free learning (with mistakes corrected immediately, followed by practice of the correct response).<\/p>\n\n\n\n<p class=\"has-text-color has-link-color has-medium-font-size wp-elements-32ce6763aa9a385506a537613ba43729\" style=\"color:#2686bd;text-transform:capitalize\"><strong>To support clients in their word decoding skills you may want<\/strong>:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage the client&#8217;s parents and teachers to emphasize building the client&#8217;s phonological processing skills, specifically by focusing on blending and segmenting word syllables.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage the client to practice breaking down and blending words into individual syllables. There are books available that focus on teaching common syllable patterns to readers.\n<ul class=\"wp-block-list\">\n<li><strong>Road to Reading:<\/strong> <em>A Program for Preventing and Remediating Reading Difficulties<\/em> (Benita Blachman &amp; Darlene Tangel, 2008, Paul H Brookes Publishing Co.)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage the client to engage in active decoding of words rather than guessing.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage the client to verbalize their skills when reading to help with memory of individual and blended sounds and to improve learning and long-term retention.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage the client to engage in paired reading or <strong>neural impress method<\/strong> (NIM: reading the same text slightly behind an expert reader). \u00a0Demonstrations of NIM can be found on YouTube.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>When the client is reading aloud, do not interrupt when a decoding error is made. Rather, let the reader finish the sentence, then encourage him\/her to consider whether it made sense, look for the error and use context clues to think of a more appropriate word.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage the client&#8217;s teachers and parents to engage them in fun activities and games at school and at home.\u00a0There are many computer games that focus on building phonological and phonemic awareness and are free to access on reading websites. For example:\n<ul class=\"wp-block-list\">\n<li><a href=\"http:\/\/www.readingrockets.org\" target=\"_blank\" rel=\"noreferrer noopener\">www.readingrockets.org<\/a><\/li>\n\n\n\n<li><a href=\"http:\/\/www.abcya.com\" target=\"_blank\" rel=\"noreferrer noopener\">www.abcya.com<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Reading material that includes many sight words may help increase automaticity.\u00a0<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage the client to use their ability to recognize <strong>gestalts<\/strong>, such as word stems (<em>prefixes<\/em> and <em>suffixes<\/em>), <em>root words<\/em>, and <em>word families<\/em>. \n<ul class=\"wp-block-list\">\n<li>They can be drilled on increasingly long multisyllabic words with a stress on instant recognition. This can be done through the use of flashcards of words from a personal dictionary or word list.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Teaching high-frequency words and spelling-based decoding strategies may also be helpful.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Emphasize patterns in word families and spelling patterns (e.g., <em>tele<\/em>vision; <em>tele<\/em>scope).\u00a0<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Teach the students word families to help them simplify the task of reading new words. <span style=\"text-decoration: underline\">Use two colours of ink so that they can see the differences visually<\/span> (<em>tan, ban, can, fan etc,; lid, hid, rid, sid<\/em>, etc.). Have them say the words and then ask &#8220;<em>Same or different<\/em>?&#8221;.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Emphasize writing and reading activities simultaneously. The visualization needed for writing and spelling can help to reinforce aa sight vocabulary for reading.<\/li>\n<\/ul>\n\n\n\n<p><strong>Phonetics<\/strong><\/p>\n\n\n\n<p class=\"is-style-success\">Your client may require specific teaching of phonemic skills, including the ability to assemble sound patterns into whole words and to dissemble sound patterns into letters when reading, spelling, and writing. Their phonetic errors compound the problem because they begin to learn the errors.<\/p>\n\n\n\n<p class=\"is-style-info\"><span style=\"text-decoration: underline\"> A solid phonetic-skill program should include:<\/span><br><br>\u25a0 <strong>Letter-sound matching<\/strong> (m = \u201cmmm\u201d; b = \u201cb\u201d; build speed and fluency), using \u201ckeywords\u201d that he\/she can associate the sound with (e.g., \u201ca\u201d as in \u201c<em>ant<\/em>\u201d; \u201ci\u201d as in \u201c<em>igloo<\/em>\u201d; \u201ce\u201d as in \u201c<em>egg<\/em>\u201d; \u201co\u201d as in \u201c<em>ox<\/em>\u201d \u2013 \u201cu\u201d as in \u201c<em>us<\/em>\u201d)<br><br>\u25a0 <strong>Letter-pattern matching <\/strong>(igh = \u201c<em>I<\/em>\u201d; er = \u201c<em>ur<\/em>\u201d; le = \u201c<em>l<\/em>\u201d; wh = \u201c<em>wh<\/em>\u201d)<br><br>\u25a0 <strong>Phonetic rules<\/strong> (\u201ce\u201d at the end of words is a silent letter and makes the previous vowel say its own name: \u201chop\u201d becomes <em>\u201chope\u201d<\/em>)<br><br>\u25a0 <strong>Sound-blending skills <\/strong>(c-a-t =&gt; cat; build speed and fluency)<br><br>\u25a0<strong> Sound-analysis skills<\/strong> (breaking words down for spelling and reading)<br><br>\u25a0 <strong>Syllabication<\/strong> (un-der-ground)<br><br>\u25a0 <strong>Identifying root words<\/strong> (backpack = back + pack; history = his + story)<br><br>\u25a0 <strong>Increase spelling and reading practice<\/strong><\/p>\n\n\n\n<p class=\"is-style-success\">Your client would benefit from explicit teaching of meaningful phonics rules. For the rules to be overlearned, they must be extensively reviewed and practiced.<br><br><span style=\"text-decoration: underline\">The following are some of the most common:<\/span><br><br>\u25a0 Every word must contain a vowel. The vowels are a, e, i, o, u, and y (y is a consonant when at the beginning of a word). Eg: A, me, sit, no, up, my.<br><br>\u25a0 When a one-syllable word ends in a consonant and has only one vowel, that vowel is short. Eg: mat, red, fish, sock, rug.<br><br>\u25a0 When a syllable ends in a silent &#8220;e,&#8221; the vowel that comes before the silent &#8220;e&#8221; is long. Eg: lake, gene, kite, rope, use.<br><br>\u25a0 When w is before &#8220;or&#8221;, the &#8220;or&#8221; says &#8220;er&#8221;. (work, word, &#8211; but not sword)<br><br>\u25a0 Qu are always together. Eg: queen, quarrel, quick, quiet<br><br>\u25a0 When &#8220;g&#8221; is followed by &#8220;e, i, or y,&#8221; it usually has the soft sound of &#8220;j.&#8221; Eg: gem, gym<br><br>\u25a0 When &#8220;c&#8221; is followed by &#8220;e, i, or y,&#8221; it usually has the soft sound of &#8220;s.&#8221; Eg: city, cent, cyber<br><br>\u25a0 When a syllable ends in a vowel and is the only vowel, that vowel is usually long. Eg: &#8220;la\/ter, me, I, o\/pen, u\/nique, my&#8221;.<br><br>\u25a0 When 2 consonants join together and form one new sound, they are called &#8216;consonant digraphs&#8217;. They count as one sound. Eg: &#8220;ch, sh, th, ph, wh&#8221;.<br><br>\u25a0 When a syllable has 2 vowels together, the first vowel is usually long and the second is silent. Eg: &#8220;rain, meat, coat, res\/cue, day,\u201d <strong>NOTE<\/strong>: Diphthongs don&#8217;t follow this rule.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Since many words in the English language do not follow phonetic rules and patterns, students will need to build a sight vocabulary for common words and non-phonetic words.\n<ul class=\"wp-block-list\">\n<li>This could be done using flashcards, which would help the students to rely on nonverbal abilities.<\/li>\n\n\n\n<li>This should not begin until they are able to identify all of the letters and their associated sounds.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Continue to work on building your client&#8217;s understanding of phoneme-grapheme correspondence (i.e., sound-letter correspondences).\u00a0<\/li>\n<\/ul>\n\n\n\n<!--nextpage-->\n\n\n\n<p class=\"has-text-color has-link-color has-medium-font-size wp-elements-7191bb039cdeecbc0b6000404ee089c4\" style=\"color:#b51e1e\"><strong>Decoding Strategies For Young Readers<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Focus on word families and letter clusters rather than on specific letter-sound relationships.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Provide the client with reading materials that emphasize rhyme and rhythm as a basis for exploring sound-symbol relationships.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Provide the client with predictable books and patterned books with opportunities for repeated readings.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage pre-reading activities that review the vocabulary that will be used.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Instruct the client to consult the pictures in the book for clues.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Provide the client with a picture-word dictionary and list of common words to use for referents in writing activities; includes synonyms where applicable. \u00a0<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Even\u00a0<strong>youth<\/strong>\u00a0with problems in this area need to be taught these skills specifically and sequentially because they do not easily recognize and remember letter sound patterns. \n<ul class=\"wp-block-list\">\n<li>Go to\u00a0<a href=\"http:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=214\" target=\"_blank\" rel=\"noreferrer noopener\">reading recommendations<\/a>\u00a0for older youth and adults for other possible recommendations.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Since many words in the English language do not follow phonetic rules and patterns, clients will need to build a sight vocabulary for common words and non-phonetic words. This could be done using flashcards, which would help the students to rely on underlying visual skills.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Teach your clients word families to help them simplify the task of reading new words (<em>tan, ban, can, fan, etc.; lid, hid, rid, Sid, <\/em>etc.) Use two colours of ink so that they can see the differences visually.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Implement the <strong>Glass Analysis technique<\/strong> with the client. In this technique, individual words are presented to the student on flashcards.\u00a0 \n<ul class=\"wp-block-list\">\n<li>The student is asked to look at the whole word.\u00a0 Parts of the words are never covered up, nor are structural unites presented alone. <\/li>\n\n\n\n<li>The teacher trains only letter clusters that can be generalized. <\/li>\n\n\n\n<li>Words for practice may be selected from the student\u2019s daily reading material. The method may be used for one or two 15-minute sessions daily.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<p class=\"is-style-info\"><strong>Glass Analysis Technique<\/strong><br><br>\u25a0 Identify the whole word.<br>\u25a0 Pronounce a sound in the word and ask the student to name the letter that makes that sound.<br>\u25a0 Ask for the sound that certain letters or letter combinations make.<br>\u25a0 Take away letters (auditorily, not visually) and ask for the remaining sound.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><span style=\"text-decoration: underline\">To help your client remember sound-symbol relationships:<\/span>\n<ul class=\"wp-block-list\">\n<li>Play with words using magnetic letters, letter cards, etc.<\/li>\n\n\n\n<li>Talk about the sounds in their name, moving to family and friends\u2019 names.<\/li>\n\n\n\n<li>Ask them to say the sound as they write.<\/li>\n\n\n\n<li>Include all senses in learning the sounds.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li><span style=\"text-decoration: underline\">To encourage the client to apply decoding and word attack skills:<\/span>\n<ul class=\"wp-block-list\">\n<li>Give the client time to analyze the word.<\/li>\n\n\n\n<li>Model and use prompts that lead to developing strategies: \n<ul class=\"wp-block-list\">\n<li>What letter sounds do you know in the word? Are there any parts (chunks) that you recognize in the word? What else can you do?<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li>Provide the client with opportunities to read and reread easy books in order to build sight word mastery and facilitate fluency.<\/li>\n\n\n\n<li>Praise efforts by saying,\u201d I like the way you tried to work that out.\u201d<\/li>\n\n\n\n<li>Spelling games such as Scrabble and Hangman to provide motivational practice.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-color has-link-color has-medium-font-size wp-elements-ca627b220033336ca40ffd56854871f0\" style=\"color:#dc752b\"><strong>Additional Reading and Handouts<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>See this handout for a strategy for decoding unfamiliar words: <a href=\"http:\/\/resourcelibrary.ucalgaryblogs.ca\/files\/2020\/08\/SCUBA-Dive-Decoding-Strategy.doc\" target=\"_blank\" rel=\"noreferrer noopener\">SCUBA-Dive Decoding Strategy<\/a><\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>See this handout for information on the Peer-Assisted Learning Strategies for Kindergarten (PALS) program: <a href=\"http:\/\/resourcelibrary.ucalgaryblogs.ca\/files\/2020\/08\/PALS.doc\" target=\"_blank\" rel=\"noreferrer noopener\">PALS<\/a><\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>For information on graphophonemic marking intervention, see this handout: <a href=\"http:\/\/resourcelibrary.ucalgaryblogs.ca\/files\/2020\/08\/Graphophonemic-Intervention.doc\" target=\"_blank\" rel=\"noreferrer noopener\">Graphophonemic Intervention<\/a><\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>For more information on word decoding and targeted interventions, see this handout: <a href=\"http:\/\/resourcelibrary.ucalgaryblogs.ca\/files\/2020\/09\/Decoding-Skills-Handout.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Decoding Skills Handout<\/a><\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>For more information on Phonological Awareness, see these handouts\n<ul class=\"wp-block-list\">\n<li><a href=\"http:\/\/resourcelibrary.ucalgaryblogs.ca\/files\/2020\/08\/Developing-Phonological-Awareness.doc\" target=\"_blank\" rel=\"noreferrer noopener\">Developing Phonological Awareness<\/a><\/li>\n\n\n\n<li><a href=\"http:\/\/resourcelibrary.ucalgaryblogs.ca\/files\/2020\/08\/Phonological-Awareness-Intervention-.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Phonological Awareness Intervention<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<div class=\"entry-summary\">\nClients with problems in phonological processing deficits will likely have issues with word decoding and will require explicit instruction in&hellip;\n<\/div>\n<div class=\"link-more\"><a href=\"http:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=218\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &ldquo;Strategies to Support Word Decoding&rdquo;<\/span>&hellip;<\/a><\/div>\n","protected":false},"author":8966,"featured_media":0,"parent":85,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_coblocks_attr":"","_coblocks_dimensions":"","_coblocks_responsive_height":"","_coblocks_accordion_ie_support":"","footnotes":""},"class_list":["post-218","page","type-page","status-publish","hentry","entry"],"_links":{"self":[{"href":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/218","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/users\/8966"}],"replies":[{"embeddable":true,"href":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=218"}],"version-history":[{"count":23,"href":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/218\/revisions"}],"predecessor-version":[{"id":3039,"href":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/218\/revisions\/3039"}],"up":[{"embeddable":true,"href":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/85"}],"wp:attachment":[{"href":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=218"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}