Recognizing Words in Print: Strategies and Activities
Posted: January 29th, 2023
Part 1: Strategies
Research and summarize, in 250-500 words, a minimum of five strategies for teaching word recognition and print concepts to elementary students with language delays or disabilities. Keep in mind strategies that help students monitor for their own errors. Within your summary, identify the conditions under which the identified strategies are intended to be delivered (e.g., content area, class setting, required resources, if intended for a specific type of disability).
Support your findings with 2-3 scholarly resources.
Part 2: Activities
Identify a small group of 2-3 kindergarten students, using the “Class Profile,” who would benefit from further development of their word recognition or print concepts skills. Identify a text appropriate to use with the small group identified.
Draft a 250-500 word outline summarizing three activities to reinforce word recognition and print concepts, utilizing the identified text. Be sure to incorporate at least three of the strategies from Part 1 into your activities.
Part 3: Rationale
In 250-500 words, rationalize your instructional decisions from Part 2. Be sure to explain how the identified strategies and activities enhance the language development of the students in the identified small group. Cite the “Class Profile” where appropriate.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
Recognizing Words in Print Template
Part 1: Strategies
· Strategy 1:
· Strategy 2:
· Strategy 3:
· Strategy 4:
· Strategy 5:
References:
Part 2: Activities
· Activity 1:
· Activity 2:
· Activity 3:
Part 3: Rationale
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SOLUTION
- Phonological awareness instruction: This strategy involves teaching students to recognize and manipulate the individual sounds within words, such as identifying the beginning and ending sounds of words. This strategy is intended for use in a classroom setting, and can be used with students of all ages, but is particularly useful for students with language delays or disabilities.
- Synthetic phonics instruction: This strategy involves teaching students to blend individual sounds together to form words. This strategy is intended for use in a classroom setting, and can be used with students of all ages, but is particularly useful for students with language delays or disabilities.
- The use of visual aids: This strategy involves using visual aids, such as pictures, flashcards, and word banks, to help students recognize words and understand print concepts. This strategy can be used in a variety of settings and with students of all ages, but is particularly useful for students with language delays or disabilities.
- The use of technology: This strategy involves using technology, such as word processing programs, speech-to-text software, and assistive technology devices, to help students recognize words and understand print concepts. This strategy can be used in a variety of settings and with students of all ages, but is particularly useful for students with language delays or disabilities.
- The use of error correction: This strategy involves providing students with immediate feedback on errors and teaching them to monitor for their own errors. This strategy is intended for use in a classroom setting, and can be used with students of all ages, but is particularly useful for students with language delays or disabilities.
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