Word Recognition

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A child having trouble reading may have trouble in one or two important skills needed for reading. The child may be struggling with the language comprehension or with the word recognition strand of Holly Scarborough’s reading model (17). According to Scarborough, (17) word recognition is broken down into three skills “phonological awareness, decoding, and sight recognition”. The skills are then broken down into small skills such as alphabetic principle, phonological awareness, and sound-spelling correspondences (Scarborough 17).

The alphabetic principle is an impertive aspect of decoding and the principle alone is not sufficient to develop good decoding skills. The principle is the knowledge that the letters in written words represent the phonemes in spoken words. Understanding of the alphabetic principle along with spelling-sound correspondence allows the reader to develop strong decoding skills. Purcell-Gates says “To learn to “read” those funny marks on the page by applying “decoding” rules was equivalent to expecting people to “read” the patterns of branches in trees” (80)....

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