Why It Matters: Word Knowledge
What is Word Knowledge?
Word Knowledge is actually composed of two distinct characteristics: Word Identification & Recognition as well as Vocabulary.
Word Identification & Recognition
Word Identification & Recognition involves a five-prong approach (Cooper, Chard, & Kiger, 2006). The first focus pertains to Word Identification skills reinforcing the importance of letter-sound relationships. This includes Focus Sounds (phonemic awareness) along with connecting sounds to specific letters, Phonics. For more specific information, please see Why It Matters: Focus Sounds and Why It Matters: Phonics, as well as the activities for these elements.
A second prong details “regular” Word Identification and Recognition. “Regular” word examples include cat, mad, and bug. These “regular” words are able to be sounded out by blending the letter-sounds from left to right. Through lots of practice and exposure to individual words, word identification will build into automaticity, known as Word Recognition. Word Recognition is when a reader is able to automatically know the word, pronunciation, and meaning.
The third focus for Word Identification & Recognition is with identification of “irregular” words. “Irregular” words are those that commonly appear in printed text, but do not meet the standard English or common letter-sound relationship. Examples include the, said, and because. Many of these “irregular” words are referred to sight words or high-frequency words, due to their repeated appearance in printed text. For specific activities and lists of “irregular” words, please see High-Frequency Vocabulary.
Four basic principals may be applied to teaching High-Frequency Vocabulary:
Teach high-frequency words along with focus sounds (phonemic awareness), phonics (individual letter–sound relationships), and a concept of word.
Teach high-frequency words in groups that have similar patterns.
Use high-frequency words to help children learn to decode new words.
Practice reading high-frequency words in sentences and books.
Dolch Word Lists and Fry Sight Words are two references for common English words. These lists are for the Emergent and Struggling Readers.
Coxhead Academic Words are for Novice Readers and beyond.
A fourth prong of advanced Word Identification and Recognition is through the use of “chunking” or letter grouping. Chunks or letter groupings are separated into distinct types.
Blends like ‘bl’ or ‘spr’
Consonant Digraphs like ‘ph’ or ‘th’
Vowel Digraphs as in ‘ai’ or ‘ea’
Diphthongs found in
R-Controlled vowels: bird
Vowel-Consonant-silent e arrangements: cake
Affixes word parts commonly referred to as Prefixes and Suffixes: reread (prefix re-); baking (suffix -ing)
A final element is in the selection of the reading materials used. The first four prongs of developing Word Identification and Recognition may focus solely on a word taken out of context. But to truly help a reader develop into a fluent reader, one must be given ample occasions to use these techniques in real literature with silent reading as well as oral reading.
Vocabulary Knowledge
Two types of Vocabulary Knowledge exist, Oral Vocabulary and Reading Vocabulary. Oral Vocabulary are the words used and understood when one is speaking and listening. Reading Vocabulary refers to the ability to connect one’s oral vocabulary to the visual symbols (alphabet letters) and comprehend the printed text. The more experiences and opportunities a child has to build oral and reading language concepts, the greater their vocabulary grows.
Key Areas of Vocabulary Knowledge:
High-Frequency Words refers to words that are common in our English language and found in the majority of our reading. These words may, or may not, follow regular English spelling patterns (Duke & Mesmer, 2016).
Dolch Word Lists and Fry Sight Words are two references for common High-Frequency English words. These lists are typically for the Emergent and Struggling Readers.
Coxhead Academic Words are associated to academic language, common in the classroom environment, but not as frequent in casual conversations. These lists are typically for Novice Readers and beyond.
Affixes (Prefixes & Suffixes) helps a reader decode an unknown word. The ability to see a prefix or a suffix, understand the meaning, and see the base word that is attached, creates stronger comprehension. Prefixes and Suffixes are group of letters that when attached to a base word carry meaning. PREFIXES are attached to the beginning of a base word, while SUFFIXES are attached to the end of a base word. These lists are typically for Novice Readers and beyond.
Greek and Latin Roots helps a reader decode an unknown word. To recognize a Greek or Latin Root and know its meaning, builds stronger comprehension. These lists are typically for Novice Readers and beyond.
Reading Vocabulary is associated to words in a story or chapter(s) of a story that carry meaning to help us understand what we are reading. These are words that one finds interesting or ones to understand better. Either use the word in your own sentence or take the same sentence where this word was found.
Why it Matters
A reader’s Word Knowledge including word identification & recognition, along with vocabulary knowledge, impacts their capability to understand and comprehend the printed word. The National Reading Panel, in 2000, as well as research by Beck & McKeown, in 1991, reported that one’s reading vocabulary is critical to the comprehension of a fluent reader. The smaller the vocabulary, whether oral or reading, the less comprehension that takes place (Cooper et al, 2006; Moore & Lyon, 2005; Santa, Havens, & Maycumber, 1996; Strickland et al., 2002).