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Explicit instruction in phonics is one approach that benefits students as they learn to understand letter-sound relationships and decode words, yet some students struggle with these concepts. When a student struggles with reading, understanding the problem and what can be done to help is critical. The student, teacher, and parents all have different perspectives of how this struggle looks and feels to them. This professional article offers a unique view of snapshots into three different perspectives of a student who is experiencing problems with decoding. The three perspectives examined are those of the student, the parent, and the teacher. The article follows with ideas of "How to Help". Suggestions and tips are offered for: 1) What kid's can do for themselves, 2) What parents can do at home, and 3) What teachers can do at school. The coordinated effort will help target the problem and have students learn the strategies necessary to develop effective decoding and reading.
Explicit instruction in phonics is one approach that benefits students as they learn to understand letter-sound relationships and decode words, yet some students struggle with these concepts. When a student struggles with reading, understanding the problem and what can be done to help is critical. The student, teacher, and parents all have different perspectives of how this struggle looks and feels to them. This professional article offers a unique view of snapshots into three different perspectives of a student who is experiencing problems with decoding. The three perspectives examined are those of the student, the parent, and the teacher. The article follows with ideas of "How to Help". Suggestions and tips are offered for: 1) What kid's can do for themselves, 2) What parents can do at home, and 3) What teachers can do at school. The coordinated effort will help target the problem and have students learn the strategies necessary to develop effective decoding and 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. |
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| Grade Level Indicators (Grade Kindergarten) |
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| 5. | Recognize, say and write the common sounds of letters. |
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| Grade Level Indicators (Grade 1) |
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| 2. | Identify and say the beginning and ending sounds in words. |
| 3. | Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters. |
| 4. | Decode by using letter-sound matches. |
| 5. | Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words. |
| 9. | Read text using fluid and automatic decoding skills, including knowledge of patterns, onsets and rimes. |
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| Grade Level Indicators (Grade 2) |
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| 3. | Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables. |
| 4. | Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words. |
| 5. | Segment letter, letter blends and syllable sounds in words. |
| 6. | Distinguish and identify the beginning, middle and ending sounds in words. |
| 7. | Identify words as having either short- or long-vowel sounds. |
| 9. | Read text using fluid and automatic decoding skills. |
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| Grade Level Indicators (Grade 3) |
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| 2. | Use letter-sound knowledge and structural analysis to decode words. |
| 3. | Use knowledge of common word families (e.g., -ite or -ate) and complex word families (e.g., -ould, -ight) to sound out unfamiliar words. |
| 5. | Read text using fluid and automatic decoding skills. |
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| Acquisition of Vocabulary Standard | |
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| Benchmarks (K - 3) |
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| C. | Apply structural analysis skills to build and extend vocabulary and to determine word meaning. |
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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 |
| Kindergarten - Grade 3 |
| TOPICS |
English Language Arts --
Reading;
Alphabet & Word Knowledge;
Fluency;
Reading-Strategies & Skills |
| KEYWORDS |
phonics instruction;
decoding words;
letter-sound relationships |
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Publisher: Reading Rockets
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