Education English | Components of reading: Word Recognition and Comprehension | The process of reading can be divided into two components. They are word recognition and reading comprehension. The readers need word recognition to decode printed letters, to match letters words with sounds, and to have a means to figuring out, unlocking unknown words. Comprehension, however, allow the readers to understand the meaning of what is being read. Word recognition is a necessary prerequisite for comprehension, but if the student says the words in a passage without gathering their meaning, one would hesitate to call that as reading.
Word Recognition
Word recognition abilities comprise a cluster of strategies or clues for recognizing words. Word recognition strategies include sight words, context clues, phonics, decoding and structural analysis. The readers should be encouraged to use all these strategies to figure out a word. Sight words refer to the words that are recognized instantly, without hesitation or further analysis. Context clues means recognizing a word through the context or meaning of the context or paragraph in which it appears. Readers should be strongly encouraged to use the redundancy of the language. Which gives hints about an unknown words; and they should learn to make intelligent guesses about unknown words. Phonics is the word- recognition skill in which the reader matches the sounds of a letter to specific written symbol. Many of the materials and methods of reading instruction emphasize this approach. It is, however, only one of the word-recognition skills and should be place in proper prospective. Decoding is another term used to describe making the connection between a sound and letter symbol. To “break the code”, a reader must become aware of each phoneme within a word. Liberman (cited in Brown, 2001) has found that students with reading disabilities have trouble analyzing the phonemic structures of the written word and matching it with the phonemic structure of the spoken word they already know. Structural analysis refers to the recognition of the words through the analysis of word unit.
For example, prefixes, suffixes, root words, compound words, and syllables often provide useful ways to figure out unknown words.
Although reading specialists continue to debate which of this word recognition strategies is the best (sight words, context clues, phonics, decoding, and structural analysis), actually readers need to use them in all in reading. At different times the readers need different approaches to word recognition. Most often, however, several are use together. Learning disabled students need practice in each of this word recognition strategies to achieve independence and flexibility (Brown, 2001).
Reading Comprehension
The purpose of reading, of course, is to gather meaning from the printed page. Because comprehension is the heart and purpose of reading, every reading program should provide for the development of reading comprehension abilities. Much attention and debate concerning reading methods have been directed to word-recognition problems; yet the problems related to teaching reading comprehension are far more important and difficult. The major problem for many learning-disabled students lies in reading comprehension. Recognizing this fact, the developers of Public Law 94-142 wisely wrote into law that a learning disability can be in the area of “basic reading skill” (word recognition) or “reading comprehension”.
Both are needed if the student is to learn to read and function as a reader. Usually, word recognition receives more emphasis in the beginning stages and comprehension receives emphasis in the later stages of reading instruction.
Word Recognition
Word recognition abilities comprise a cluster of strategies or clues for recognizing words. Word recognition strategies include sight words, context clues, phonics, decoding and structural analysis. The readers should be encouraged to use all these strategies to figure out a word. Sight words refer to the words that are recognized instantly, without hesitation or further analysis. Context clues means recognizing a word through the context or meaning of the context or paragraph in which it appears. Readers should be strongly encouraged to use the redundancy of the language. Which gives hints about an unknown words; and they should learn to make intelligent guesses about unknown words. Phonics is the word- recognition skill in which the reader matches the sounds of a letter to specific written symbol. Many of the materials and methods of reading instruction emphasize this approach. It is, however, only one of the word-recognition skills and should be place in proper prospective. Decoding is another term used to describe making the connection between a sound and letter symbol. To “break the code”, a reader must become aware of each phoneme within a word. Liberman (cited in Brown, 2001) has found that students with reading disabilities have trouble analyzing the phonemic structures of the written word and matching it with the phonemic structure of the spoken word they already know. Structural analysis refers to the recognition of the words through the analysis of word unit.
For example, prefixes, suffixes, root words, compound words, and syllables often provide useful ways to figure out unknown words.
Although reading specialists continue to debate which of this word recognition strategies is the best (sight words, context clues, phonics, decoding, and structural analysis), actually readers need to use them in all in reading. At different times the readers need different approaches to word recognition. Most often, however, several are use together. Learning disabled students need practice in each of this word recognition strategies to achieve independence and flexibility (Brown, 2001).
Reading Comprehension
The purpose of reading, of course, is to gather meaning from the printed page. Because comprehension is the heart and purpose of reading, every reading program should provide for the development of reading comprehension abilities. Much attention and debate concerning reading methods have been directed to word-recognition problems; yet the problems related to teaching reading comprehension are far more important and difficult. The major problem for many learning-disabled students lies in reading comprehension. Recognizing this fact, the developers of Public Law 94-142 wisely wrote into law that a learning disability can be in the area of “basic reading skill” (word recognition) or “reading comprehension”.
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