![]() To use the strategy, show students a short list of words (about three new words or two or three review words). Saying the letter names aloud as students study the word can focus their attention on all of the letters in the sequence, which encourages students to notice the letters that are responsible for particular sounds in words (Carmine et al., 1997). The following intervention strategy was also sourced from O'Connor (2014).Ĭhildren who have difficulty reading words often fail to attend to the word's medial patterns-the vowels and letter combinations that occur in the middle of the word (McCandliss et al., 2003). Notice the ow in the middle of the word." (Wait 3 seconds, tap) When I tap on the word, say it. This word is down. Then I want you to look at the word and think of the word in your head. Teacher: "I'm going to tell you the word. I want you to look at the word and tell me what it is." When I tap on the word, say it. This word is down." (Wait 3 seconds, tap) Teachers then have students wait three seconds before they say the word. If students do not respond within three seconds, teachers provide the word and point out some memorable feature (e.g., “Notice the –ey at the end of they.”). If the students identify the word correctly, teachers praise briefly and show the next word. ![]() After the first trial, teachers mix up the words, hold them up one at a time, and pause for three seconds for the students to identify the word. During the first instructional trial, teachers show students words one at a time, provide the word, and wait three seconds, after which students respond by saying the word. This type of procedure requires several learning trials on a small set of about five new words. New York: Guilford Press.Ĭonstant time delay procedures can be used to help students learn to read sight words. Teaching word recognition: Effective strategies for students with learning difficulties (2nd ed.). The following intervention strategy was sourced from O'Connor, R. Practice the Skill. Engage in one or more of the activities below to practice the skill with your partner, providing feedback as necessary.( "This is the word 'go.' It's a sight word, so I'm going to tap it out. ![]()
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