Encouraging Word Identification Competencies Among Developing Readers
Nicole Wilton is director of the Wilton Academy of Music in Saskatoon. LaShay Jennings is a clinical instructor in the Department of Curriculum and Instruction (CUAI) at East Tennessee State University. Renee Rice Moran. Stacey Fisher, Huili Hong and Edward Dwyer are members of the faculty in the Department of Curriculum and Instruction (CUAI) at East Tennessee State University who have literacy strategies as their primary focus for research and instruction. According to these experts, instruction in learning the relationship between letters and the sounds they represent, phonics, is an important part of literacy instruction. Instantaneous recognition of onsets and rhymes as they appear in syllables is vital for fluent reading, and, consequently for reading comprehension. The systemic instructional strategies presented in this article describe effective, efficient and enjoyable approaches for providing phonics instruction in a variety of contexts. Emphasis is placed on learning relationships of onsets and rhymes through a set of instructional materials in the Word Builder Kit. These experts believe that hands-on enjoyable experiences involving multi-sensory approaches within academically sound practices benefit both teachers and students.
Wilton, Nicole; Jennings, LaShay; Moran, Renee Rice; Fisher, Stacey J.; Hong, Huili; and Dwyer, Edward J. 2017. Encouraging Word Identification Competencies Among Developing Readers. Query. Vol.45(2). 13-15. http://saskreading.com/wp-content/uploads/2014/11/spring-summer-2017.pdf