Woodcock-Johnson IV by Nancy Mather & Lynne E. Jaffe

Author:Nancy Mather & Lynne E. Jaffe
Language: eng
Format: epub
ISBN: 9781118860748
Publisher: Wiley
Published: 2016-01-19T00:00:00+00:00

Survival Sight Vocabulary

Teach the student survival sight words, such as exit, entrance, danger, men, women, and yield.

Provide the student with practice reading informational signs in the environment.

Multisyllabic Words

Teach the student the six most common syllable structures. [See Section IV, Strategies: Syllable Types.] Show her how recognizing the syllable structure will tell her how to pronounce the vowel and will make pronunciation easier by helping her break the word into parts.

Teach the student how to use structural analysis to decode multisyllabic words. Ensure that she “over-learns” these skills so that she begins to see unfamiliar words as a sequence of recognizable word parts. Teach her to identify both meaningful parts (prefixes, suffixes, and root words) and pronunciation parts (common phonograms and syllables).

To help the student perceive the common elements in words, use Glass-Analysis for Decoding Only (Glass, 1976). This method gives students practice in reading and spelling common word parts, called “clusters” (e.g., consonant blends and digraphs, affixes, common basewords, syllable structures) in multiple words while mentally deleting and replacing each part. Although the words have multiple parts, each lesson targets one cluster. [See Section IV, Strategies: Glass-Analysis for Decoding Only.]

To reinforce pronunciation of multisyllabic words, use high-interest materials, such as magazines or newspaper articles. Before reading, have the student scan the passage, underline, and attempt to pronounce words containing [two, three, or more] syllables. Encourage her to draw a scoop under each syllable as she says each word part. Have the student say each of the words repeatedly so that she is more likely to read them fluently in context. Then, have her read the passage aloud.

To help the student read multisyllabic words as well as get a sense of the meaning of words not yet in her vocabulary, teach morphology. A good program will give you a structure from which to work and materials but also incorporate interesting activities to reinforce the pronunciation, meaning, and spelling of morphemes as you teach them. To avoid confusion, show the student that morphemes and syllables within words do not always break in the same way.

Some activities to reinforce knowledge of the morphemes that the student has learned follow:

Use the Word Mapping Strategy, in which the student breaks a word into morphemes, writes the meaning of each morpheme, guesses at the meaning of the word, and then checks by looking it up in the dictionary. [See Section IV, Strategies: Word Mapping Strategy.]

To develop automatic recognition of the prefixes and suffixes on which the student is working, before reading a passage aloud, have her color code or highlight them each time they appear in the text.

Provide the student with the most common prefixes, suffixes, and root words printed on index cards, one to a card. Have the student build and then pronounce both nonsense (e.g., subductable—able to be taken under) and real words by rearranging the cards (e.g., transportation—the act of carrying across).

Make a chart with several suffixes listed down the side, such as ing, er, and ed. Write root words across the top. Have the student determine which endings can be added to form new real words.

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