Word recognition includes both decoding and sight recognition of words
Assessment Description
Word recognition includes both decoding and sight recognition of words. With explicit instruction and practice, students can become accurate, fluent readers over time. The skills and milestones associated with word recognition and Scarborough’s Lower Reading Rope are typically taught and practiced before Grade 4, but the skills are essential across the education continuum for students to be successful readers.
Part One
Complete each section of the Glossary of Terms related to language and literacy development. The terms are divided by topic, and you should complete only the terms required for each topic during the assigned topic week. In your own words, provide the definition for each term.
Topic 3 Glossary Terms
•Decoding:
•Fluency
:•Print concepts:
•Sight word recognition:
Part Two
For each of the foundational skills listed, select a K-8 grade level and identify an associated state literacy standard related to each skill.
| Reading Foundational Skills | Grade Level | State Literacy Standard | Summary of Key Skills | Signs of Struggle to Apply Key Skills | Action Step to Support Application of Key Skills |
| Print Concepts | |||||
| Phonological Awareness | |||||
| Phonics and Word Recognition | |||||
| Decoding |
Part 3
Reflection: In no more than 250 words, address the following:
•Discuss how foundational skills such as phonological awareness, phonics, word recognition, and print concepts and describe how these components work together to support and increase reading fluency.
•Discuss the long-term consequences of poor reading instruction by identifying three specific challenges middle and high school students can face if they do not master foundational reading skills in Grades K-3.
References: Cite at least one scholarly resource that supports the chart content.
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