NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED475506
Record Type: Non-Journal
Publication Date: 2002-Dec
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Improving Word Identification Skills Using Strategic Instruction Model (SIM) Strategies. Research to Practice Brief.
Bremer, Christine D.; Clapper, Ann T.; Deshler, Donald D.
This brief focuses on the word identification strategy component of the Strategic Instruction Model (SIM) and reviews recent research showing the effectiveness of this strategy for secondary students with disabilities. The word identification strategy is intended to help struggling readers decode and identify unfamiliar words and is based on the common underlying structure of most polysyllabic words in English. Most of these words can be pronounced by identifying the components of the words (prefixes, suffixes, and stems) and then applying three syllabication rules to the stem word. The seven steps of the process are remembered by using the first-letter mnemonic, DISSECT, and include: (1) Discover the context; (2) Isolate the prefix and draw a box around it; (3) Separate the suffix and draw a box around it; (4) Say the stem; (5) Examine the stem and divide the stem into small, pronounceable word parts; (6) Check with someone, such as a teacher, parent, or other person; and (7) Try the dictionary. The instructional methodology used in teaching the SIM strategy is then explained and results from two research projects investigating the word identification strategy are provided. Results indicate students who were taught the strategy showed greater reading gains. (Contains 11 references.) (CR)
National Center on Secondary Education and Transition (NCSET), Institute on Community Integration, University of Minnesota, 6 Pattee Hall, 150 Pillsbury Dr., SE, Minneapolis, MN 55455. Tel: 612-624-2097; Fax: 612-624-9344; e-mail: ncset@umn.edu; Web site: http://www.ncset.org. For full text:http://www.ncset.org.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center on Secondary Education and Transition, Minneapolis, MN.