Other Word ID Strategies

Definition

Ability to draw from other strategies to identify unknown words, in addition to phonemic decoding.

Two common Word ID strategies for students at this point along the Word ID continuum are:

  • Using context
  • Try One Strategy

Common Indicators

How do I know if learning how to use context is my student's most pressing need?

  • Child may be able to decode phonemically 3- and 4-sound words, but still routinely identifies words that do not make sense in the context of the sentence or passage.

How do I know if learning the Try One Strategy is my student's most pressing need?

  • Child may be able to decode phonemically 3- and 4-sound words, but lacks the flexibility necessary to try a new sound when a first decoding attempt fails (e.g., /br┼Źn/ for "brown").

Relevant Strategies

Which TRI strategy most efficiently targets a student's need to learn how to use context?

  • Guided Oral Reading, especially with the Responding to the Response question such as, "Does that make sense?" for mis-read words.

Which TRI strategy most efficiently targets a student's need to flexibly try one sound and then another until a word is discovered?

Case Studies

  • Watch how the Try One Strategy Introduction displays for a student the new strategy of attacking unfamiliar phonics information by trying one sound and then another until a word is discovered.
  • Watch how Try One Sorting gives a student practice in attacking unfamiliar phonics information by first trying one sound and then another until a word is discovered.
  • Watch how the Try One Strategy supports a reader's attempt to decode an unfamiliar word in the context of Guided Oral Reading.