[AAACE-NLA] Here is what I know about the decoding process

[Anita Landoll]

Andrea,

Here is what I know about decoding. After reading it,
let me know if you have any questions.

Anita




Hi,

Here is the paper I presented at the National
Convention for the American Association of Adult and
Continuing Education, November 9, 2005, Pittsburgh,
Pennsylvania.

HEARING, SAYING, WRITING, SEEING, AND READING THE
SOUNDS OF WORDS

by Anita Landoll
September 26, 2005

Research shows that a student who has reading problems
does not naturally utilize the decoding area of the
brain. Because the student has difficulty manipulating
the sounds of a word within the decoding area, the
word is unable to be processed into the automatic
recognition area of the brain. Thus, the student is
unable to use the comprehension and retrieval features
within that area. (Shaywitz, 2003) The student has
difficulty decoding unknown words, as well as problems
with reading comprehension and reading rate. Reading
problems also affect spelling and writing. The student
has difficulty meeting age-level and job skills
expectations.

In 1979, an adult learner helped me develop a
concrete, multi-sensory decoding strategy. Using
pencil and paper, she was able to discover for herself
the "sound spelling" for any word she needed to know.
As she "did the decoding" for herself, she was able to
add the word to her word recognition area. The word
became part of her reading and writing vocabulary.

Since that time, I have used the method to help many
students of all ages improve their reading and writing
skills. The strategy is designed to work with any
text, any word, any level. In addition, alphabetic
recognition can be successfully taught using simple
words. I have used the method to teach a group of
students as well as individual students. Currently, I
am using it with special education students in a
public school classrooom.

I help my students decode words using the following
process:

     1) As I sound aloud each letter of a word, the
student repeats the sound and then writes the letter.
Vowels are sounded with first short, and then long
sounds.
     2) While looking at the word that has been
written, the student spells the word aloud.
     3) The student is helped to sound each letter of
the word again, as per step one.
     4) The student copies the word on the same line.
     5) The student locates, circles, marks, and
sounds all easily obvious blends, digraphs, and
endings within the word.
     6) The student marks the word's vowels and
consonants to discover the syllable and
vowel-consonant pattern.
     7) Using simple symbols, the student marks the
sounds of the vowels and consonants, thus developing
the "sound spelling" of the word.
     8) The student copies the word's "sound spelling"
on the same line.
     9) While looking at the "sound spelling", the
student reads the word aloud.
    10) The student relates the "sound spelling" to
the written spelling of the word.
    11) The student locates the word in the text and
reads it aloud.
    12) The student reads the word aloud as part of
the sentence in the text.

Usually, at the completion of this process, the
student is able to recognize the word at the next
encounter. However, if he/she continues to have a
problem with the word, the procedure continues:

    13) The student spells the word aloud and then
attempts to read the word.
    14) The student sounds each letter of the word and
then attempts to read the word.

After the student solves the word, she/he rereads the
sentence in the text for improved fluency and
comprehension.

In most instances, step 13 is sufficient. If not, the
student is usually able to read the word independently
after completion of step 14. However, if the student
continues to have difficulty with the word, a review
card is made. The word is written on the front of an
index card. Underneath it is a simple sentence that
illustrates the word. The "sound spelling" is copied
on the back of the card. The student uses the card for
review and practice.

Intitially, the process goes very slowly. However,
usually after concretely decoding several words and
reading them, the student becomes increasingly
efficient with the process. The 14 steps of the
process are modified and consolidated appropriately.
Repeated readings of the text improve fluency and
comprehension. The student begins to recognize an
increasing number of words and begins to be able to
use context clues and word patterns to decode other
words. Increasingly, the automatic recognition area is
utilized for decoding and comprehension.

By using this decoding technique, the student usually
improves in the following skills:

     1) The ability to independently recognize and
form individual letters correctly.
     2) The ability to independently reproduce
individual vowel and consonant sounds.
     3) The ability to locate a word in text.
     4) The ability to read a selected sentence
fluently with increased comprehension.
     5) The development of automatic recognition and
comprehension of words.

I have efficiently and successfully helped many
students with diverse types and degrees of reading
problems, using this method. Students enjoy learning
and using the strategy, and they especially enjoy
knowing that they are able to decode any word they
need to know in order to comprehend any text.

I have written and published a book, HEARING, SAYING,
WRITING, SEEING, AND READING THE SOUNDS OF WORDS,
which teaches the strategy. The book includes examples
to illustrate the sounds of the most frequently used
words in written English. In many cases, the example
word is one of the most frequently used words. 

            Anita Landoll  amlandoll at yahoo.com

Reference: Shaywitz, Sally,M.D. (2003) OVERCOMING
DYSLEXIA. New York: Knopf.

Please email me if you have any questions about this
paper.

Thanks, Anita    www.learntoreadnow.com



		
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