ERIC Number: EJ1403942
Record Type: Journal
Publication Date: 2023
Pages: 4
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0034-0561
EISSN: EISSN-1936-2714
Write-it-Out: A Teaching Response to Foster Complete Word Analysis
Stouffer, Joe
Reading Teacher, v77 n3 p414-417 2023
In this article, the author presents a teaching prompt--Write-it-Out--to instruct readers who seemingly guess at words with no or limited use of grapheme-phonemic correspondences to recontextualize word-solving into writing. Through the nature of this prompt, slowing down the pace of solving words on the run with writing also reciprocally builds readers' word-solving skills. The written artifacts generated by Write-it-Out are informative to the teacher by making the reader's current approaches to solving words observable. Adding write-it-out to a teaching repertoire provides another tool to make grapheme-phonetic analysis more explicit to readers.
Descriptors: Teaching Methods, Phoneme Grapheme Correspondence, Learning Activities, Reading Instruction, Problem Solving
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A