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Michigan Reading Journal Michigan Reading Journal
Volume 8 Issue 3 Article 6
October 1974
Developing Word Recognition Through Context Clues Developing Word Recognition Through Context Clues
Kenneth L. Carlson
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Recommended Citation Recommended Citation Carlson, Kenneth L. (1974) "Developing Word Recognition Through Context Clues," Michigan Reading Journal: Vol. 8 : Iss. 3 , Article 6. Available at: https://scholarworks.gvsu.edu/mrj/vol8/iss3/6
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DEVELOPING WORD RECOGNITION THROUGH CONTEXT CLUES
by Kenneth L. Carlson
Context clues in word recognition refer to the reader's· use of surrounding reading material to determine the meaning and/or pronunciation of an unrecognizable word.
Reading material consists of two distinct but interacting contexts. One context is the meaning or semantic context while the other is the structural or syntactical con text. The teacher of reading focuses on the semantic context in aiding readers in identifying unrecognizable words. The grammatical pattern of the language, the syntax, also plays a vital role in word recognition.
The goal of instruction in using context clues in word recognition is the development of skill so that context clues are used easily and automatically. Strategies for developing such skills should take advantage of both contexts. These strategies should reflect the language patterns used by children whenever possible and be at a conceptual level appropriate to the children. Such activities should have the unrecognizable words evenly distributed throughout the text.
Contextual closure exercises which omit one word from a sentence can be developed with sentences from language experience stories. For example, a teacher may take sentences from a group experience story, write them on the board, on a transparency for the overhead projector, or on another chart. The teacher can then ask the children if they can select the word that belongs in a particular sentence.
Pictures may be used in the lo~er grades to develop an orientation toward the use of context clues. Children may be taught to look at pictures to get clues for unknown words since
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pictures are a part of the total context and since they may be helpful in demonstrating to children the concept of using context clues.
Picture-Word cards, picture dictionaries and introducing new words in advance of reading with the aid of pictures can be helpful in getting children to use pictures as an aid in word recognition. Beery, Barrett, and Powell (1969) suggest the following:
1. Have children find in a picture each of a number of items named.
2. Have the children match a--series of pictures and words or sentences by drawing a line from each picture to the corresponding word or sentence.
3. Have children complete a sentence by drawing a picture, e.g. "The,_ __ helped the children across the street."
4. leave the adjectives out of a story. Have the children make a picture of what they think the scene would look like.
5. Give sentences with incomplete pictures. Have the children complete the pictures to correspond to the meaning of the sentences. (pp. 204-206)
Smith (1965) prepared the following examples and explanations for teaching context clues:
1. Experience. The child supplies the word because it makes sense in terms of his own experiences. For example: The postman brought a _____ from Aunt Mary. (letter)
2. Comparison or contrast. The unknown word may be supplied because it is evidenced in a con-
trast or comparison. For example: Rabbits have short tails and cats have ____ tails. (long)
3. Familiar expression. Sometimes a word is supplied because it just fits naturally into a cliche' which has been heard so often that it is familiar- as: The pop-corn was white as ____ _ (snow)
4. Definition. Sometimes an unknown word- is defined in a passage and, the definition give~ a clue. For example: Tommy was the largest animal in the zoo. He was an old gray ___ _ (elephant) (p. 183)
Another strategy that helps develop skill in using con text clues is using the same word with different meanings. In each of the following sentences the same word will make sense in the two blank spaces.
1. I listened with eager ____ as the banker explained how much ____ my savings could earn.
2. Before the faded from the setting sun, we had a ___ _ supper and then retired. (light)
3. The office of the ____ book-keeper is at the ____ of the stairs. (head)
The teaching of context clues is a "must" if children are to become proficient in word recognition and comprehension.
REFERENCES 1. Beery, Althea; Barrett, Thomas C., and
Powell, William R. Elementary Reading Instruction. Boston: Allyn and Bacon, 1969.
2. Goodman, Kenneth S. "Word Percep- · tion: Linguistic Bases", Education, LXXXVII (May, 1967, 539-543).
3. Hall, Mary Anne. Teaching Reading as a Language Experience. Columbus, Ohio: Charles E. Merrill Publishing Co., ·1910.
4. Smith, Nila Banton. Reading Instruction for Today's Children. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1963.
(Dr. Kenneth L. Carlson a past president of MRA is now at Clio, Michigan.)
MODELS OF TEACHING READING
I. Behavior Modification Models .
11. Personal Source Models
111. Social Interaction Models
IV. Information Processing Models
V. External Influences
1975 MRA CONFERENCE
APRIL 13, 14, and 15 Grand Rapids, Michigan
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