chapter  19
26 Pages

Word Identification

After a brief look at historical research in word-identification instruction, our review turns to more recent investigations. Studies are organized under three main categories: research on the teaching of (a) phonics analysis, (b) structural analysis, and (c) contextual analysis. Space has not permitted review of such other word-identification skills as use of configuration or picture cues. We conclude with a summary, a discussion of implications, and a consideration of what course future research in word-identification instruction should take.