Ken Craft

For most intermediate, middle, high school and university teachers, teaching context clues mean consciously help students identify and implement strategies to decipher the meaning of unknown words through clues in the surrounding text. These suggestions include images, syntax, text format, grammatical constructions, mood or tone, mechanics, and the words that surround that provide synonyms, antonyms, logic, or the example tracks

Many of these teachers also label the structural analysis of the unknown word itself as a hint of context. Using morphemes (meaningful parts of words as the Greek and Latinate), the strategies for division into syllables, grammatical inflections, and parts of speech can also help students figure the meaning of unknown words. Some teachers also include the use of tracks outside the text, such as prior knowledge or story schema definition and implementation of strategies Track context.

Teaching context clues for vocabulary development is widely accepted and practiced. However, there is another application of context clues it is not as widely accepted and practiced. This use of context clues is controversial and is generating an intense debate about how to teach reading.

Because the initial task of teaching students to read largely rests on the shoulders of primary school teachers, these teachers tend to be more familiar with this debate than their colleagues who teach older students. However, the merits of this debate are as relevant to intermediate, middle, high school and university teachers who teach "reading to learn."

The themes of the debate whether to include context clues should be used as the primary strategy for identification of words. Word Identification Generally, the process of pronouncing the words with the implementation of reading strategies. word identification to be distinguished word recognition, which generally means the ability to recognize and pronounce "sight words" automatically, without applying reading strategies. The role of context clues in word identification is the key issue behind the War of Reading.

On one side of the battle are called "Phonic-res." These "defenders of the faith" to believe that the phonological awareness and phonics teaching should be the primary means of identifying teaching of words. Fair to say, these teachers put more emphasis on the graphical components of the reading cueing, which is the alphabetic code, hyphenation, and spelling, those on the other side of the battle. The "Phonicators" downplay the use of context clues to "guess" the meaning of the words and teach students to decode words in and out of context. These people cueing graphics are easily identified by their posters on the walls of sound spelling phonics and spelling worksheets, assessment data matrices, spelling books, and stories decodable paper book. Your file drawers are full of Jeanne Chall, Marilyn Adams and Keith Stanovich article summaries.

On the other side are the Junkies "whole language." These "defenders of the faith" to believe that extensive shared reading, guided and independent teaching students to read as readers are gaining strategies reading (with a strong emphasis on context clues) to identify words in the context of reading. Fair to say, these teachers put more emphasis on semantics (Meaning-making) cueing components of reading, such as using context clues, which in graphophonic (Visual and phonological) components of reading. These Today people are less easy to identify, and next is now re-trenching in today's "No Child Left Behind educational environment. But usually I can say are your worksheet Cloze procedure, his vast collection of miscue analysis, their personal class library more than 1,000 books (an exclusion of the spaces set aside for the spelling and grammar books), and signed posters on the walls of Ken Goodman, Margaret Moustafa, and Stephen Krashen.

Although the generals argue over tactics, the strategic objectives of both parties have much in common. Both believe that their tactics should lead to independent meanings, ie, reading comprehension should be the goal. Both agree that the automaticity of reading (fluency) is important and that their teaching methods, ie connections for sound spelling "Phonic-ers, and psycholinguistics" guess games (Goodman) "for addicts to" whole language "will result in better efficient, accurate and" unconscious "recognition of words. Both believe that reading is a complex and interactive process in which prior knowledge and cognitive ability are important factors to address actively.

So having identified the two uses of the keys to the context, development of vocabulary and word identification, is using context to identify key words a bad thing? My opinion is that it can be when it is taught as the primary strategy for word identification. Personally I tend to rely on research competent readers rely more on the graphophonic (visual cues and phonetic) as major strategies for word identification, whereas problems reading tend to rely on context clues as their primary strategy for word identification. Kylene Beers, in his book When children can not read, sums up the problem to use context clues to identify words: "... discerning the meaning of unknown words using context clues requires a sophisticated interaction text dependent readers have not yet reached. "The proof is in the pudding: if readers are doing good A, and poor readers do B, then teachers should teach more than one B.

It makes no sense that readers need to learn a variety of strategies to identify words when a method does not have other backup methods to help. Graphophonic explicit instructional strategies should serve as the first line of attack and semantics teaching strategies, using context clues, should serve as backups.

Find multiple choice reading assessments on two CDs, blending and syllabication activities, phonemic awareness and phonics workshops, comprehension worksheets, multi-level fluency passages on eight CDs, 390 flashcards, posters, games, and more to differentiate reading instruction in the comprehensive Teaching Reading Strategies. For individual sound-spelling worksheets that correspond with this comprehensive program, see Teaching Spelling and Vocabulary.

Mark Pennington is an educational author, presenter, reading specialist, and middle school teacher. Mark is committed to differentiated instruction for the diverse needs of today's remedial reading students. Visit Mark's website at http://www.penningtonpublishing.com to check out his free teacher resources and books: Teaching Reading Strategies, Teaching Essay Strategies, Teaching Grammar and Mechanics, and Teaching Spelling and Vocabulary.

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