![]() For each activity, keep a record of items a student had problems with.That gives all students time to think of the answer, so that slower students don’t just copy faster students. When you point to a word, wait before touching it and train students to respond only when you touch the word.You should feel free to vary the pace, being careful to ensure that everyone is keeping up. If words are being introduced too slowly for your students, you can introduce a new irregular word every day.One way to accelerate learning of irregular words is to print out flashcards for each newly introduced word and make a set for your students to practice with at home.Even for irregular words, the process of connecting symbols to sounds helps students learn the word: “The knowledge of letter-sound relations provides the powerful mnemonic system that bonds the written forms of specific words to their pronunciation in memory.” (Ehri, 1995).They may decide not to use it even when they should. ![]() If we sound out some words and not others, students may learn that sounding out should only be used intermittently. ![]() ![]()
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