Lasting Effects of Implementing Strategies for Word Decoding

Lasting Effects of Implementing Strategies for Word Decoding

Kandyce Wood

Department of Education, North Carolina State University

ECI 540: Reading in the Elementary School

Dr. Jackie Relyea

November 20, 2020

Planning Map Access: Building Independent Readers using Decoding Skills

Rationale

Throughout this course our class has expressed how we as educators hope to instill strategies that

students will reflect and practice as they explore various texts. The National Research Council

acknowledged

three factors that interfered with the initial acquisition of reading proficiency: (1)

problems understanding the alphabetic principle, (2) failure to acquire the verbal knowledge

necessary for comprehension, and (3) the absence or loss of motivation to read (Skills Emphasis,

Meaning Emphasis, and Balanced Reading Instruction, Pressley, Chap.1).

Theories and debates are tossed amongst educators as everyone seeks the best methods for

ensuring proficient readers. Numbers and data rate educators based on their performance,

regardless of students’ background, prior knowledge, exposure, or practice. As educators we

seem to seek assurance of our strategies in results, numbers, and color-coded data. Rather than

seeking assurance in short term milestones, our focus should shift to strengthening readers who

take pride in their progress, reflect on their progress, and show implementation of reading

strategies. As addressed in Best Practices in Literacy Instruction,

“The goal to “play catch up” by teaching a wide array of skills out of authentic reading

and writing contexts might provide short term gains but not lasting ones; students can become

skilled but not strategic or thoughtful about their reading (pg. 105, Morrow & Gambrell).”

As we aspire to grow readers who are motivated, intrigued, and enlightened by literature, we

assess where literacy exposure begins. In this course we have evaluated effective techniques,

methods, and frameworks that promote confidence and independence. To build independent and

competent readers, then we must reflect on practices and strategies exposed to emergent readers

and how these strategies evolve as students progress.

Acknowledge Oral Language:

Before students begin learning the alphabetic principles, students need application of creating

meaning behind the sounds spoken to them. If students hear the same word connecting to an

object, emotion, or place then they are able to form a connection. As noted in Effective Literacy

Instruction,

Eventually, with increasing exposure to new words and word play involving rhyme,

alliteration, and the like, children begin to notice smaller aspects of words (Dickinson,

McCabe, Anastasopoulos, Peisner-Feinburg, & Poe, 2003) (pg. 194, Taylor & Duke).

Influential theorologist Vygotsky as mentioned in Best Practices in Literacy Instruction

recognized that children learn as a result of their social interactions with others (pg. 76). If a

child is instructed to write with a pencil, then the child will learn the name and purpose of that

object. Children become familiar with the world around them through exposure of spoken

language.

Promote Print Concepts:

In order for students to become successful readers, then students must acquire decoding

skills in which they are effectively acknowledging rhymes, letters with sounds, blends, segments,

syllables, and whole word meaning. Learning extensive strategies is a process which before

implementation, an educator must evaluate and acknowledge a student’s understanding of print

concepts and phonological awareness. Print concepts provide insight of how familiar a student is

with the concepts of words, reading from left to right, parts of the book, roles of the author and

illustrator while phonological awareness indicates if students are able to separate oral language
 Lasting Effects of Implementing Strategies for Word Decoding

into syllables and individual phonemes, along with applying the sound knowledge to letters in

the English alphabet.

Build Phonological and Phonemic Awareness:

When we allow movement, dance, song, chants, we open doors for students to hear how

words are made of phonemes. We create opportunities where students can laugh at words such as

“pigs in wigs” or jump twice for ap-ple. As advised in Language and Literacy Development, “To

recognize anything (ex: a face, a song, a word, a scent), you will need a copy or representation of

it stored in your memory that is matched to what you hear, see, or smell (Brynes, pg. 60).” If

students acknowledge the differences in phonemes, then they are able to notice how words could

change meaning. To build phonological awareness, students can practice using techniques that

will remain in their memory.

Differentiate Phonics:

Differentiation allows teachers to meet students at their present level in order to support

using strategies and skills that will prepare students for higher level thinking. If differentiation is

not implemented into phonics instruction, then students’ intrinsic motivation could alter as the

materials taught could be mastered by students who require introductory strategies in decoding

words with multisyllables, suffixes, prefixes, etc. For students who require extensive support

with phonics strategies, then it is recommended to pull these students in smaller or individual

settings, also known as Tier 2, where they are receiving appropriate guidance and practice of the

strategy being taught. Throughout my literacy block I aim to differentiate by providing different

levels of word work and fluency stories that students are able to keep track of in their data
 Lasting Effects of Implementing Strategies for Word Decoding

notebook. Once a word work list is mastered meaning the word is decoded, marked up, and

meaning applied, then the student can record the accomplishment before moving forward to the

next list. Fluency is the same concept of mastery; however, students are working to identify the

number of correct words in a certain amount of time. Fluency instruction using the FORI or

WIDE-FORI models allow exposure for rereading a single challenging section or two-three

challenging sections within the week. By providing differentiated word work and fluency pieces,

it promotes students to apply mastery of decoding strategies.

Skills-based Emphasis VS. Meaning-based Emphasis:

As educators seek to promote differentiated instruction, controversy arises as to whether

word identification should be taught using skills-emphasis approach or meaning-emphasis

approach. With explicit phonics instruction, it is thought best to incorporate a hybrid approach of

whole language instruction since some English words are undecodable, examples are said, your,

done. These words are considered best retained with memorization. “These connections become

stronger and faster with practice, eventually contributing to automatic and fluent word

recognition (pg. 85, Morrow & Gambrell).” Students are successful when integrating a skills

emphasis and meaning emphasis approach. Across all scientific research findings, it is proven

that when we have a balanced approach to literacy and we place equal importance on phonics as

well as comprehension, students' reading successes tend to increase.

Vitality of Explicit Instruction:

Providing students with explicit instruction is deemed essential. Students working to

enhance their decoding skills from emergent to proficient need extensive modeling and support.
 Lasting Effects of Implementing Strategies for Word Decoding

Early Intervention in Reading (EIR) referenced in Language and Literacy Programs That Work

by Byrnes and Wasik, pg. 391 is an example of a program that serves as a guide for small group

instruction. Early Intervention in Reading was designed by Barbara Taylor in 2001 with a focus

on students who are identified as ‘at risk’ readers. At the beginning of first grade, teachers work

to implement strategies taught in both whole and small group settings. As students succeed with

implementing strategies to decode unfamiliar words, students are introduced to noting those

words in fluency passages, applying the word meaning in various texts, writing the word in

sentences, as well as correctly marking up parts of a word before increasing complexity of

systematic phonics instruction.

Throughout phonics instruction and guided reading groups, I have experienced success

with students implementing decoding skills following the Self-Teaching Hypothesis created by

Dr. David Share. If we as teachers are allowing opportunities where we model how to practice

strategies for decoding, then we are setting the expectation for readers to follow. We must hold

ourselves accountable for practicing and modeling these strategies until students are practicing

them in small groups and furthermore independently. We use the Fundations Phonics Program

created by Wilson Language Basics, this program assists us in whole and small groups where we

are modeling a strategy before having students practice the strategy in groups before providing

insight of mastering the skill independently. There is no one size fits all for using the I do, we do,

you do approach rather educators can integrate expectations, strategies, and incorporate a variety

of tools including digital applications, creative drawings, manipulatives, oral expression, or mind

maps.

Create Meaning with Vocabulary:

As students progress and practice decoding strategies, it is important to note how

applying meaning to words helps enhance student comprehension of various texts. If students are

decoding without meaning, then students are disconnected. Influencing students to apply

decoding strategies with unfamiliar words will assist students to create meaning using the word

in scenario, illustration, or conversation. Word webs are tools where students can notice how

morphemes such as prefixes, inflected endings, word families, etc. may change a word’s

meaning. Exposing students to academic vocabulary will enhance content knowledge. If students

are establishing networks to connect words, then students notice words that share meaning,

words that have semantic attributes. If students retain the meaning of academic vocabulary, then

they will be able to use connections to build content knowledge.

Evaluate Assessments:

Assessments hold power over our day to day instruction. Data from both summative and

formative assessments provide assistance with guided reading groups, Tier 2 groups, as well as if

instruction received could be deemed explicit. Our ABC book club discussed the “The Columns”

as a resource for reflecting student data to further seek interventions that fit specific needs.

“The Columns provide teachers with a tool that assists in identifying the foundational

reading needs of students in their classrooms. This tool is meant to help teachers

understand what foundational reading skill is missing so that the student is placed in the

proper reading intervention (Brown & Schmidt,Matching Reading Data to Interventions,

p. 1).”

While assessments hold power, we must reflect the types of assessments we are providing for our
 Lasting Effects of Implementing Strategies for Word Decoding

students. In order to monitor needs of students, then it is important to reflect a variety of tools to

access student comprehension through recordings, digital tools, writing with paper or

whiteboards, running records, word building, etc. While formative assessments are required,

teachers should also assess cognitive, affective, and conative factors that influence students’

reading development (Morrow & Gambrell,pg. 310).

Instill Growth Mindset:

As stated in Best Practices in Literacy Instruction, before thinking about what to teach, it is

important to consider the environment within which learning will take place (Morrow &

Gambrell, pg. 79). Our classrooms need to be filled with community, motivation,

encouragement, and opportunity. If we are not providing our students with opportunities where

they can collaborate and communicate new knowledge with one another, then students will not

learn independence, critical thinking skills, and will not have essential skills and strategies to

decode unfamiliar words. “Classroom environments that encourage children to take risks and

overcome challenges are vital to development (Morrow & Gambrell, pg. 79).” In order to build

classrooms with a growth mindset, then we must praise, acknowledge, redirect, and promote

student learning in every way possible. Personally, I incorporate the CAFE literacy program and

the Daily Five within my literacy instruction; both programs align and work to increase

independence, comprehension, and self-esteem. CAFE is a program that allows students to

individually confer with me about their reading strengths and areas of growth. Together we

celebrate growth before collaborating on a CAFE strategy that best fits an area of growth for that

student. Following our meeting, students continue to work on mastering their individual strategy

in preparation for the next scheduled meeting. The Daily Five requires teachers to set rewarding
 Lasting Effects of Implementing Strategies for Word Decoding

expectations, while modeling healthy leadership skills. The expectation is for students to engage

in literacy activities while the teacher is working with guided reading groups. As noted in Best

Practices in Literacy Instruction, the accuracy piece in CAFE

“allows students to practice a range of strategies for decoding words they do not

automatically recognize. By both focusing on the strategies used for decoding and on the

students’ increasing confidence and willingness to employ strategies, the teacher

encourages a growth mindset among her young readers (Morrow & Gambrell, pg. 82).”

It is vital to note incidents that moments we as educators may think of as small or miscue,

students may feel their world crumbling beneath them. An example of this is the stress of time

management and trying to meet with every guided reading group on top of meeting the standards

and objectives addressed during whole group instruction. As time is heavily valued, we have to

think of circumstances when we ask students to share or respond to a question and in return we

are met with a blank stare. I have personally prompted student(s) or asked another student to

assist; whereas, I now reflect if the time was allotted where my student could process their

thoughts to share aloud. It is recommended to wait approximately five seconds as children yearn

opportunities to share their voice and participate (Morrow & Gambrell,pg. 79).

Find Motivation:

Students yearn for excitement and to connect with their surroundings. If students are

working with texts that do not appeal to their interests, are difficult to decode, not given adequate

support, along with rushed or completing activities without meaning or sense of purpose, then

emotions that are dull, dark, and defiant begin to arise.

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“When students’ interests direct their goals for learning and problem solving, there is a

likelihood of increased motivation, finding relevance and connections to content goals,

choosing to read more widely, and increased confidence (Guthrie & Humenick, 2004)

(Morrow & Gambrell, Best Practices in Literacy Instruction, pg. 107).”

In experience I have encountered situations where students laugh or shout with joy during an

activity; however, I have also witnessed tears, defiance, or avoidance with activities. The ARC

(Access, Relevance, Choice) model described in Best Practices in Literacy Instruction, pg.12

provides crucial input on how teachers can create activities where students are exposed or

practicing decoding strategies with access to manipulatives, whiteboards, or digital tools.

Students find humour in connecting new knowledge with things relevant to their everyday life. I

work to take notes of student interests in order to promote those interests with implementing

strategies using various texts. I personally continue to reflect if I am allowing sufficient

opportunities for student choice as it can be hard to allow time or support with students of lower

grades choosing a strategy to best fit their needs or a partner to practice with.

Conclusion:

“Theoretical frameworks and research suggest that there is no single method or approach

to teaching language arts that is universally effective with all young children. In contrast,

teachers need to possess a broad repertoire of theories and instructional strategies, and

draw from this repertoire to address students’ varied learning needs (Morrow &

Gambrell,pg. 78).”

As an educator of lower elementary grades and summer school tutor for Kindergarten students

with little phonemic awareness, I yearn to share the theories and strategies emphasized
 Lasting Effects of Implementing Strategies for Word Decoding

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throughout this course. As educators, our job is to freely explore, reflect, and practice teaching

methods that prove to be resourceful and innovative. Utilizing a variety of effective programs

and practices not only promotes academic achievement, but also establishes classroom

environments with trust, responsibility, and positivity. Through our classroom communities, we

model and incorporate strategies to shape confident readers.

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References

Brown, J. D., & Schmidt, J. (2019). Matching Reading Data to Interventions: A Simple Tool for

Elementary Educators (Eye on Education) (1st ed.). Routledge.

Byrnes, J. P., & Wasik, B. A. (2019). Language and Literacy Development, Second Edition:

What Educators Need to Know (Second ed.). The Guilford Press.

Paradice, R. (2009). Book reviews: Language and literacy development: what educators need to

know Byrnes, J.P. and Wasik, B.A. Child Language Teaching and Therapy, 25(3), 368–369.

https://doi.org/10.1177/02656590090250030702

Michael Pressley and Richard L. Allington. (2014). Reading Instruction That Works (Fourth

Edition). Guilford Publications.

Morrow, L.M., & Gambrell, L.B. (2019). Best practices in literacy instruction (6th Ed). New

York: Guilford.

Share, D. L. (1999). Phonological Recoding and Orthographic Learning: A Direct Test of the

Self-Teaching Hypothesis. Journal of Experimental Child Psychology, 72(2), 95–129.

https://doi.org/10.1006/jecp.1998.2481

Taylor, B. M., & Duke, N. (2013). Handbook of effective literacy instruction: Research-based

practices, K–8. New York, NY: Guilford Press.