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The use of phonics or word analysis can assist beginning readers to quickly and effectively decode words. This professional article from the National Institute for Literacy describes and discusses the value of various types of word analysis as well as the best way to assess each. Suggestions are made for teacher made inventories and tests. Some tests are made with real words and some with pseudowords so teachers can gain a true understanding of what the learner knows. The article addresses phonetic letter combinations, onset and rimes, structural analysis, compound words, affixes, and syllables. There are research related references throughout the article for those who would like to do further reading. (author/jlkrause)
The use of phonics or word analysis can assist beginning readers to quickly and effectively decode words. This professional article from the National Institute for Literacy describes and discusses the value of various types of word analysis as well as the best way to assess each. Suggestions are made for teacher made inventories and tests. Some tests are made with real words and some with pseudowords so teachers can gain a true understanding of what the learner knows. The article addresses phonetic letter combinations, onset and rimes, structural analysis, compound words, affixes, and syllables. There are research related references throughout the article for those who would like to do further reading. (author/jlkrause)
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| English Language Arts Standards |
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| Phonemic Awareness, Word Recognition and Fluency Standard |  |
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| Benchmarks (K - 3) |
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| A. | Use letter-sound correspondence knowledge and structural analysis to decode words. |
| B. | Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text. |
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| Acquisition of Vocabulary Standard | |
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| Benchmarks (K - 3) |
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| A. | Use context clues to determine the meaning of new vocabulary. |
| B. | Read accurately high- frequency sight words. |
| C. | Apply structural analysis skills to build and extend vocabulary and to determine word meaning. |
| D. | Know the meaning of specialized vocabulary by applying knowledge of word parts, relationships and meanings. |
| E. | Use resources to determine the meanings and pronunciations of unknown words. |
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| Benchmarks (4 - 7) |
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| A. | Use context clues and text structures to determine the meaning of new vocabulary. |
| B. | Infer word meaning through identification and analysis of analogies and other word relationships. |
| E. | Use knowledge of roots and affixes to determine the meanings of complex words. |
| F. | Use multiple resources to enhance comprehension of vocabulary. |
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| Benchmarks (8 - 10) |
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| A. | Use context clues and text structures to determine the meaning of new vocabulary. |
| B. | Examine the relationships of analogical statements to infer word meanings. |
| E. | Apply knowledge of roots and affixes to determine the meanings of complex words and subject area vocabulary. |
| F. | Use multiple resources to enhance comprehension of vocabulary. |
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| Standards for the English Language Arts |
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| Reading strategies, language use, and conventions | |
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| Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). |
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| RESOURCE TYPE |
| Professional Resource |
| STANDARDS ALIGNMENT |
| Grades 1 - 8 |
| TOPICS |
English Language Arts --
Assessment;
Reading;
Alphabet & Word Knowledge;
Fluency;
Reading-Strategies & Skills |
| KEYWORDS |
phonics;
phonics assessment;
analytic phonics;
word recognition;
word analysis |
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Publisher: National Institute for Literacy
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