Nova Zhang
The Does it sound right? reading strategy is one of the three key-question strategies that can be used to help children learn to read. The other two are Does it look right? and Does it make sense?. These strategies are especially useful for children who struggle with sounding out words and are taught to use various cues, such as pictures, to guess unknown words. This can lead to poor reading habits that are hard to unlearn. The Does it sound right? strategy encourages children to sound out words and blend letter sounds to improve their reading skills.
| Characteristics | Values |
|---|---|
| Reading speed | Slowing down helps make more connections within the text |
| Reading purpose | Ask pre-reading questions to understand the topic and why the instructor assigned the reading |
| Familiarity with the author | Identify whether the author is known to you and how their reputation or credentials influence your perception of what you are about to read |
| Text type | Identify the type of text, such as a newspaper article, textbook, or scholarly essay, as they are organized differently |
| Text structure | Identify the text's structure, including the presence of headnotes, abstracts, or other prefatory material |
| Text conventions | Consider if the text follows specific conventions of discourse, such as the use of "easy" language in newspaper articles |
| Text analysis | Analyze the text by evaluating the logic, credibility, and emotional impact of the argument |
| Text outline | Outline the text's argument, including the thesis, evidence, and conclusion |
| Text summary | Summarize the text in your own words, capturing the essential ideas and key examples |
| Text questioning | Ask questions about the text, write them down, and then answer them in a reading journal or on a separate piece of paper |
| Text notes | Take notes in the margins or use a separate notebook to write down ideas, key words, and important points |
| Text references | Use a dictionary or other reference works to look up unclear or difficult-to-define words or technical terms |
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Does it make sense?
The "Does it make sense?" reading strategy is a key component of reading comprehension. It involves encouraging readers to think beyond simply sounding out words and to consider whether the words they read or the sentences they construct make sense in the context of the story or paragraph. This strategy is particularly useful when readers encounter unfamiliar or difficult words.
When readers encounter a tricky word, they can be prompted to use various strategies to determine its identity. One such strategy is to ask them to make a smart prediction based on the beginning sound of the word. They can then try this prediction in the sentence, asking themselves, "Does that word make sense in the context?".
Another strategy is to encourage readers to look at the pictures accompanying the text. By observing the pictures, readers may be able to deduce the meaning of an unknown word or confirm whether their prediction for a word makes sense in that context. This strategy is particularly useful for beginning or struggling readers who may not yet be familiar with all the phonics rules or how to apply them.
The "Does it make sense?" strategy also ties in with the concept of self-monitoring, where readers are taught to listen to themselves read and fix any errors they notice. If a reader comes across a sentence that doesn't make sense due to a structural or syntax error, they can be prompted to stop and fix it. This encourages readers to pay attention to their reading and develop an ear for what sounds correct.
Additionally, when implementing the "Does it make sense?" strategy, it is important to introduce and practice other foundational reading skills first. This includes teaching readers to identify the relationships between letters and sounds, also known as phonics instruction. By mastering these foundational skills, readers will be better equipped to apply the "Does it make sense?" strategy effectively.
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Does it look right?
"Does it look right?" is a reading strategy that can be used to teach children how to read. When a child comes across an unknown word, they may attempt to read it but end up saying a word that isn't correct. This is where the "Does it look right?" strategy comes into play.
You can ask the child questions like, "Does the word on the page look like the word you just said? Are all the letters there to make the sounds you're saying?" This strategy encourages children to pay attention to the visual aspects of the word and make sure that the word they're saying matches the written word on the page.
For example, if a child sees a picture of a pie and tries to read the word "tart" as "pie", you can guide them by saying, "Yes, it could be pie, but what letter would you need to see at the beginning of the word if it were pie?" By making the 'p' sound, the child recognizes that the word starts with a 't' instead. You can then ask, "What could it be instead of pie? Could it be tart? Let's check if the letters are there for 'tart.'"
This strategy is particularly useful when combined with other approaches, such as looking at pictures for context, sounding out the word, or using sentence structure and meaning to make predictions.
By using the "Does it look right?" strategy, children learn to self-monitor and correct their reading, improving their accuracy and fluency over time.
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Sound it out
The "sound it out" reading strategy is a method that teaches children to read by sounding out words, rather than relying on context clues or guessing. Phonics is an important aspect of this strategy, as it teaches children the relationship between letters and the sounds they make. By breaking down words into individual sounds, children can learn to blend these sounds together to read the whole word. This strategy helps children develop their decoding skills and build a foundation for reading.
When using the "sound it out" approach, children are encouraged to start with the first sound of a word and slowly blend the sounds together. For example, they may start with the sound "/c/" in the word "cat" and gradually add the other sounds "/a/ /t/" to form the complete word. This process can be challenging for some children, especially those with phonological awareness difficulties who may struggle to distinguish between similar sounds. However, with practice and patience, most children can master sounding out words.
To support children in using the "sound it out" strategy, there are several techniques that can be employed. One technique is to use visual aids, such as writing letters or words on a blackboard or using flashcards. This helps children focus on the individual sounds and practice blending them together. Games and interactive activities can also make learning to read more engaging and enjoyable for children. For instance, a game of hide-and-seek with post-it notes containing words can motivate children to read and match the words to an answer key.
Additionally, it is important to encourage children to use their "lips to get ready" for the first sound of a word. This tactic, known as "Lips the Fish" in some cueing systems, helps children prepare their mouths to form the initial sound, aiding in their ability to predict and blend the rest of the word. Another strategy is to ask children to make smart predictions based on the beginning sound of a word and then confirm if their prediction makes sense in the context of the sentence. This approach allows children to actively engage with the text and apply their knowledge of letter-sound relationships.
The "sound it out" strategy is just one component of teaching reading. It is important to introduce and practice a variety of reading strategies to help children become proficient readers. While sounding out words is a fundamental skill, other strategies, such as looking at pictures for context clues or checking the first letter, can also be beneficial. By providing children with a range of tools and encouraging them to use the ones that work best for them, we can foster a love of reading and help them become confident and capable readers.
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Look at the picture
The "Does It Sound Right?" reading strategy is a method for teaching children how to read words. It focuses on sounding out words and using "decodable books". However, some children may rely on memorization and context clues, including pictures, to guess words they do not know. This can lead to poor reading habits that persist into high school.
Using pictures as a reading strategy is a common approach, especially for younger students. This strategy, called "picture power" or "visual imagery", teaches students to create mental images or use illustrations to understand the text. For example, teachers may ask students to draw a picture of their favourite part of a story or provide graphic organizers with open boxes for sequencing key events. These strategies help students make connections and improve their comprehension.
Visualization is a powerful tool for reading comprehension, as it encourages readers to engage their imaginations and use sensory details from the text to create mental images. This is particularly effective for descriptive texts or literature rich in sensory information. When reading narrative texts, such as novels or historical accounts, or expository texts that describe processes, readers can benefit from visualizing the content.
In addition to visualization, big-picture reading strategies can also be beneficial. This approach involves looking at the overarching themes, patterns, and generalizations in a text, rather than focusing on the small details. By considering how the author handles big questions or recurring small details, readers can develop a broader understanding of the work.
Overall, while pictures can be a helpful tool for teaching reading, it is important to also develop sounding-out skills and a strong bank of known words to prevent poor reading habits from forming.
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Skip the word
"Skip the word" is a reading strategy that can be employed when a reader encounters an unfamiliar or difficult word. Rather than getting stuck or losing comprehension due to an unknown word, the reader simply moves on to the next word or sentence. This strategy is particularly useful for beginning or struggling readers, helping them maintain fluency and comprehension.
When a young reader or a reader with limited vocabulary comes across an unknown word, stopping to sound it out or understand its meaning can interrupt the flow of reading. This interruption can cause the reader to lose their place or become frustrated, impacting their overall comprehension and enjoyment of the text. By skipping the word, the reader can continue reading and often gain an understanding of the unknown word through context clues.
This strategy is not about ignoring unknown vocabulary but rather temporarily bypassing it to maintain reading momentum. It empowers readers to continue engaging with the text and utilize their existing knowledge and comprehension strategies. Skipping the word can also be used as a tool to build confidence in reluctant readers who may feel discouraged by unfamiliar words.
To effectively use the "skip the word" strategy, readers can employ various techniques. One approach is to quickly replace the unknown word with a familiar one that makes sense in the context. This substitution allows the reader to continue without disrupting the flow. For example, if a child encounters the word "astonished" and doesn't know its meaning, they could quickly replace it with "surprised" and continue reading.
Another technique is to use context clues to make an educated guess about the word's meaning without explicitly defining it. For instance, if the sentence reads, "The towering trees created a canopy over the path," and the reader doesn't know the word "canopy," they can infer from the context that it refers to the covering formed by the trees' branches. This inference allows the reader to comprehend the sentence without needing to look up the word.
It's important to note that while "skip the word" can be a valuable strategy, it should be used selectively and with discretion. Readers should be encouraged to expand their vocabulary and understand the value of learning new words. After finishing a paragraph or the reading session, readers can then go back and decipher the skipped word using context clues or a dictionary. This way, they still benefit from encountering new vocabulary without experiencing frustration or losing comprehension during the initial reading.
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Frequently asked questions
The "Does it sound right?" strategy encourages readers to pay attention to the structure and syntax of what they are reading. If a sentence doesn't sound right, the reader should go back and reread it, helping them identify errors and fix them.
If a sentence doesn't sound right, it may be because the reader has made a structural or syntax error, such as using the wrong verb tense or adding/leaving off endings. For example, "She look in her desk to find a pencil" is incorrect and should be "She looked in her desk to find a pencil".
To help a child use this strategy, you can read a sentence to them and ask them to identify if it sounds right. You can also give them two options and ask them which one sounds better. It is important to let the child finish the sentence before offering a correction.
