Strategies for Teaching Word Recognition and Print Concepts

Recognizing Words in Print Template
Part 1: Strategies
* Strategy 1: One effective strategy for teaching word recognition and print concepts recognizes sight words. This is especially beneficial for elementary students with reading learning disabilities or dyslexia. Recognizing sight words can help students improve their reading comprehension and spelling skills. They build a mental database of words and their meanings, which allows them to understand other words in context. The Dolch List and the Edward Fry List are two commonly used lists of high-frequency sight words taught to new readers (Castles et al., 2018). The teachers can use flashcards to utilize this strategy. Students cannot avoid making errors. Some sight words will be unrecognizable; therefore, the students need correction. The correction will allow the students to identify that their answers are incorrect, and they will have a chance to learn the new words.
* Strategy 2: Shared reading is another good strategy for teaching word recognition and print concepts, especially to students with autism. It is reading aloud to students while engaging and interacting with them. It is a strategy that has had numerous positive effects on children (Boyle et al., 2019). Various books can be utilized during shared reading. However, the words that the learners must read must already be highlighted by the teacher. Teachers must also demonstrate the shared reading process, then give students a few minutes to try it before pausing the class to provide feedback. Praise and make suggestions, then reset the timer and let them get back to work. Now, in this part of the process, the students can already determine the mistakes that they will commit.
* Strategy 3: Chunking is another good strategy for teaching word recognition and print concepts. It provides significant advantages for readers of older age who are still developing their knowledge of compound words. This activity for elementary students will assist them in identifying words that they are already familiar with, but those words in context, and determining whether they fit the sentence. The student will recognize and identify the specific word “families” by sounding out the chunks and then putting them together (Hussein et al., 2019).
* Strategy 4: Analogizing entails recalling previously learned words and using parts of the spellings to read new words with similar spelling or syllable patterns. It is a successful strategy for teaching word recognition and print concepts to elementary students with learning disabilities. The student recalls a word with the same spelling pattern as the unfamiliar word and makes it rhyme with the remembered word. The pronounceable word parts strategy necessitates an extensive collection of sight chunks, such as -ing, -ight, and -tion, that students can connect to identify words. Many English words contain groups of letters that have the same appearance and sound. Words are read using these groups of letters, known as “patterns.” If readers can read a single word, they can also read many words using the same pattern (Gonzales-Frey & Ehri, 2021).
* Strategy 5: Decoding is a strategy for teaching word recognition and print concepts. The process of converti...