Word Identification Strategies:
Phonics from a New Perspective by Barbara Fox
Study Guide Outline
Chapter 1: Word Identification in A balanced
Define the following key vocabulary words:
Alphabetic principle
Graphophonic cues
Metacognitive awareness
Phonics
Semantic cues
Syntactic cues
Explain the differences between analytic, synthetic and embedded phonics.
Explain the stages of word identification (moving toward fluency).
Chapter 2: Phonemic Awareness
Define the following key vocabulary words:
Blending sounds
Phoneme
Segmenting sounds
Compare phonemic awareness to phonological awareness.
How are some ways children demonstrate sound awareness?
Describe three rhyme awareness activities.
Describe three effective activities for teaching phonemic awareness.
Chapter 3: Early Word Identification Strategies
Define the following key vocabulary words:
Environmental cue strategy
Picture cue strategy
Phonetic cue strategy
Compare the stages toward fluency: partial alphabetic stage, prealphabetic stage, precommunicative spellers and semiphonetic stage.
Chapter 4: The Analogy Strategy
Define the following key vocabulary words:
Cross-checking Rime
Onset Word family
Explain the analogy strategy.
What are the six best practices to get children to use the analogy strategy?
Explain five activities for teaching the analogy strategy.
Chapter 5: The Letter-Sound Strategy
Define the following key vocabulary words:
Consonant cluster
Decodable books
Digraph
Diphthong
Phonetic regular words
Describe some common letter-sound patterns (sometimes called phonics generalizations) and their importance to learning words.
Describe the alphabetic stage.
Describe five effective activities for teaching the letter-sound patterns.
Chapter 6: The Multiletter
Chunk Strategy
Define the following key vocabulary words:
Affixes Syllable
Base words Greek and Latin roots
Compare the consolidated stage of movement toward fluency and the transitional stage of spelling.
Explain the mutliletter chunk strategy.
Describe five activities for teaching the multiletter chunks in word structure.
Chapter 7: Children Who Need Extra Help
Define strategies:
To help children who over rely on picture cues:
To help children who need help using the analogy and letter-sound strategies:
To help second language learners (sometimes referred to as ESOL, ESL, or ELL):