Word Identification

1. Combs, M. (2010). Readers and Writers in Primary Grades: A Balanced and Integrated Approach. (4th, ed.). Boston, MA: Pearson, Education, Inc. This chapter of the textbook titled " Learning about Words II" talks about important aspects of word identification including learning about words through sorting them, suggested sequences of instruction, and what children need to know about phonics and morphemes. It further discusses an important strategy for teachers to use in the classroom titled daily word study. And since word identification develops gradually over time, much practice is needed for student's to master it. Finally, it places a strong emphasis on learning high-frequency sight words.

2. Webster, J. (2017, May 17). Sight vocabulary for word recognition: The Dolch High Frequency Word Lists for Teaching Sight Vocabulary. ThoughCo. Retrieved from https://www.thoughtco.com/sight-vocabulary-for-word-recognition-3111146. This article argues that adequately teaching children the prominent sight words are critical for word recognition. It conveys that the English language follows normal rules that govern the relationship between sounds and symbols or "phonics" According to this resource, Dolch words represent 75% of all words we encounter in daily writing and it provides a link to these words for reference.

3. Chard, D.J. Osbourne, J. (2018). Phonics and Word Recognition Instruction in Early Reading Programs: Guidelines for Accessibility. ReadingRockets. Retrieved from http://www.readingrockets.org/article/phonics-and-word-recognition-instruction-early-reading-programs-guidelines-accessibility. This website offers strategies that teachers can use for word-recognition instruction. It discusses many phonics and word recognition instruction programs of both large and small publishers. Some of these includes commercially published Basal Reading programs that are often adopted by schools or school districts for uniformity. This site also highlights the importance of teaching students with disabilities the alphabet principle in support of word identification.

4. (2012, September 12). ProLiteracy. Word Recognition Strategies: Part 3. {Video File}.Retrieved from https://www.youtube.com/watch?v=Yng3S2hpd5s. This video is a component of a 5-part series and covers the word recognition strategy of word patterns. The actor in the video uses the word "brake" in the story to identify other words that end in "ake". The video is 3:44 long and the other parts of the series cover phonics, sight words, context clues, and word parts.

5. Denton, C.A Otaiba, S. A. (2011, March 1). Teaching word identification to students with reading difficulties and disabilities National Center for Biotechnical Information. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4299759/. This resource offers researched based input from several studies. It firmly states the need to teach students with reading disabilities sufficient reading skills in order to avoid severe consequences later in life. Several studies reveal that students with low proficiency levels are at a risk for low academic achievement and high school dropout. It also cites studies concluding traditional special education services often fail to close the gap between students with reading disabilities and average readers.

6. Word Recognition: Assessment Strategies and Reading Profiles. Literacy Information and Communication System: Retrieved from https://lincs.ed.gov/readingprofiles/MC_Word_Recognition.htm. This source emphasizes that rapid and effortless word recognition is the main component of fluent reading. Additionally, it identifies common errors of students without developed word recognition skills, such as misreading words or substituting a similar-looking known word for the target word. It ends with identifying various types of assessments for readers with disabilities and effective approaches to word recognition instruction for them.