Students Need Hands-On Time to Manipulate Word Concepts

Tompkins states that “the ability to blend sounds into words is part of phonemic awareness, and student who haven’t had practice blending speech sounds into words are likely to have trouble blending sounds into words in order to decode unfamiliar words (p. 158).  This statement really stands out to me as I begin the process of becoming an elementary school teacher.  It is not a level playing field for every student who enters kindergarten classes in MCPS due to various socioeconomic factors.  Therefore, I as a prospective teacher must really try to understand how to create a language-rich environment to help children succeed at the “big 5” components of effective reading instruction (i.e. phonemic awareness, phonics, fluency, vocabulary and comprehension). 

In Words Their Way by Bear, Invernizzi, Templeton and Johnston (4^th edition 2008) the authors highlighted past research by Charles Read (1971, 1975) and Edmund Henderson (1972, 1977)on invented spellings and how it offered a window into developing word knowledge.   The authors said that Henderson and his students “determined that an informed analysis of students’ spelling attempts can cue timely instruction in phonics, spelling and vocabulary that is essential to move students forward in reading and writing (p. 3).  In addition, Bear, Invernizzi, Templeton and Johnston state that “by using student’s invented spellings as a guide, teachers can differentiate efficient, effective instruction in phonics, spelling and vocabulary” and this instruction is called “word study” (p. 3).   This word study concept is interesting to me because it highlights the importance of explicit skill instruction, systematic  sequencing of useful phonics skills and repeated practice that is not just rote drill.  Bear and his colleagues say the repeated practice must be hands-on opportunities to manipulate word concepts and/or apply critical thinking skills (p.3).  

 I’m glad I read the first chapter of Words Their Way to learn about the premise of their book on word study.   I am curious if the students in our class who are current teachers use a combination of rote drill and multiple opportunities for hands-on practice in their teaching of phonics, spelling and vocabulary. Also, do other school districts in various parts of the U.S. include the ideas associated with word study  in their curriculums and is it a part of No Child Left Behind, as well?