T ry the dictionary. For in-depth training in how to teach the word identification strategy, teacher manuals, and other instructional resources for this intervention, contact the University of Kansas Center for Research in Learning. The strategy cues students to begin by using context analysis to decipher the word or its meaning. If the word still is unknown, the student is directed to check with someone or try the dictionary as a last resort. This step is designed to enable students to use their knowledge of phonics to sound out the word.
Many students become overwhelmed at the prospect of sounding out a long word.
If the first letter is a consonant, underline the first three letters. If the first letter is a vowel, underline the first two letters. Continue applying the 3 s and 2 s rules for the remaining letters until all words in the stem have been broken into syllables or you have run out of letters. Count vowel digraphs as one letter when applying the 3 s and 2 s rules. Students also are taught guidelines to apply when the 3 s and 2 s rule does not result in word recognition.