Sentences with phrase «word recognition skills»

We know from research that reading is comprised of several components and that, to be a proficient reader, children need to have both good word recognition skills and good language comprehension.

When a child understands what print is, she's more likely to have strong word recognition skills as she learns how to read.

While the emphasis is squarely on developing word recognition skill in the very early grades, we must also prepare children for the avalanche of concepts and information they will be expected to understand.

Balanced instruction providing all children with opportunities to master concepts of print, learn the alphabetic principle, acquire word recognition skills, develop phonemic awareness, engage in and sustain an interest in reading, and experience a wide range of materials in the context of developmentally appropriate instruction continue to be the major deterrent against reading failure (Adams, 1990; Hiebert, Pearson, Taylor, Richardson, & Paris, 1998; Snow et al., 1998).

The least amount of time was spent on word recognition skills (30 minutes) and phonics (19 minutes).

Comprehension and writing instruction are also important in the early grades, and they become more important as children develop accurate and fluent word recognition skills.

It's important to remember that even in a case where word recognition skills (for example, sounding out words) are just emerging, the teaching of word meanings can not be overlooked.

Vocabulary knowledge supports both more efficient word recognition skills and better text comprehension.

The assessment measures the student's ability to construct meaning from text using word recognition skills, background information and prior knowledge, familiarity with linguistic properties such as syntax and morphology, and cause and effect reasoning skills.

Silberman and Silberman, who first used the term in their 1967 paper «Hyperlexia: Specific word recognition skills in young children,» describe a continuum of reading ability with children who have disabilities such as dyslexia on one end, children with no reading problems in the middle, and at the other end children who «are able to recognize words mechanically at a higher instructional level than indicated by their intellectual potential.»

In addition, students with dyslexia often need a great deal of structured practice and immediate, corrective feedback to develop automatic word recognition skills.

Needed word recognition skills and meaningful learnings are important for pupils to develop...

Struggling readers often need more practice and reinforcement to acquire word recognition skills than classroom teachers or even reading specialists can provide.

Newspapers can help develop and improve student vocabulary, word recognition skills, and comprehension.

One - on - one instruction can help students enhance their word recognition skills and their word reading fluency.

While our first year study is suggestive of what instructional practices facilitate children's word recognition skill, we are currently following up with a larger scale longitudinal study.

Reading itself helps students gain both world knowledge and word recognition skill.

In fact, Durgunoglu and colleagues (1993) found that the best predictors of literacy development in both Spanish and English for native Spanish - speaking children were their phonological awareness and their word recognition skills in Spanish.

There is also convincing evidence to show that children can improve their word recognition skills significantly through instruction and interventions designed to support the development of phonological awareness and letter knowledge (Elbro & Peterson, 2004).

In this session, participants will explore ways to weave phonics and word recognition skills to phonemic awareness skills.

Low - achieving readers in Grade 5 often lack comprehension strategies, domain knowledge, word recognition skills, fluency, and motivation to read.

In order to read English with understanding, ELLs must have developed phonemic awareness, phonics skills, word recognition skills, vocabulary knowledge, and the ability to read somewhat fluently.