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Author O'Connor, Rollanda E.

Title Teaching word recognition : effective strategies for students with learning difficulties / Rollanda E. O'Connor
Published New York : Guilford Press, [2007]
Online access available from:
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Description 1 online resource (xii, 164 pages) : illustrations
Series What works for special-needs learners
What works for special needs learners.
Contents 5. Word patterns -- Which patterns to teach? -- Which order to teach them in? -- Activities to teach common letter patterns -- The silent-e rule -- Practice, practice, practice -- 6. Developing sight words -- Decodable sight words -- High-frequency words with irregular spellings -- Relations between decoding and the development of sight words -- Activities to teach students to read sight words -- 7. Reading multisyllable words -- Activities to teach students to read multisyllabic words -- Cover and connect -- Rule-based decoding for words with endings -- 8. Reading words fluently -- Research on improving reading rate -- Activities to improve students' reading rate and fluency -- 9. Older students with reading difficulties -- Effective approaches for reading words -- Combination approaches and reading packages -- Integrating reading and spelling to promote word recognition and more
Appendix A : Resources -- Appendix B : Reproducible forms and checklists -- Informal segmenting assessment -- Checklist of letter patterns that occur in the 100 most common words -- Checklist for letter-sound knowledge, form A -- Checklist letter-sound knowledge, form B -- Checklist of the letter patterns with regular pronunciations -- Commonly occurring words in printed English -- Bingo with the 25 most common words -- A class chart for monitoring progress in reading rate -- References -- Index
Introduction : The progression from oral language to reading comprehension -- Using this book -- 1. In the beginning : oral language and learning to read words -- The contribution of oral language to reading and comprehending words -- Storybooks and oral language -- Activities to develop children's vocabulary and oral language -- Some cautions on the research on the role of role of oral language in reading words -- 2. Phonemic awareness -- Linking phonemic awareness and reading words -- Activities to develop phonemic awareness -- A word about children learning English as a second language -- Assessing phonemic awareness -- 3. The alphabetic principle -- Evidence that links the alphabetic principle to reading words -- Activities to develop awareness of the alphabetic principle -- What about invented spelling? -- Segment-to-spell -- 4. Beginning to decode -- Phonics and phonemic awareness -- Instructional principles for teaching letter sounds -- Activities to teach letters and their sounds -- Teaching children to blend letter sounds to decode words -- Activities to teach students to blend the letter sounds in words -- is a word decodable?
Bibliography Includes bibliographical references (pages 147-158) and index
Notes Print version record
Subject Language arts (Primary)
Learning disabled children -- Education.
Reading comprehension.
Form Electronic book
ISBN 1606232312 (electronic bk.)
9781606232316 (electronic bk.)