Author(s): B. Keith Lenz, Jean B. Schumaker, Donald D. Deshler, and Victoria L. Beals

Publication Info: University of Kansas, 1996

The Word Identification Strategy provides a functional and efficient strategy to help challenged readers successfully decode and identify unknown words in their reading materials. The strategy is based on the premise that most words in the English language can be pronounced by identifying prefixes, suffixes, and stems and by following three short syllabication rules.

In a research study, students made an average of 20 errors in a passage of 400 words before learning this strategy. Having learned the Word Identification Strategy, students reduced their errors to an average of three per 400 words. Reading comprehension increased from 40 percent on the pretest to 70 percent on grade-level passages.

Please note that professional development, coaching, and infrastructure support are essential components to effective implementation of SIM instructional tools and interventions. It is highly recommended that you work with a SIM professional developer. Please email simpd@ku.edu to learn more.

Resources

• Strategram Vol. 7, No. 3, February 1995: Prefix Power Game - Marsha Pearsaul and John Pfeifer
• Strategram Vol. 7, No. 5, May 1995: The DISSECT Rap by Lauren Henry
• Strategram Vol. 8, No. 1, December 1995: The Suffix Slide Activity - Janet Tate and John Pfeifer
• Strategram Vol. 11, No. 3, April, 1999: Games, activities, handouts and song: Strategic teachers share classroom ideas
• Strategram Vol. 12, No. 3, December 1999: A Sweet Activit;y for Practicing DISSECT - Karen Koskovich, Word ID Cue Card for High School Students - Sue Woodruff,
• Strategram Vol. 14, No. 3, March, 2002: Recommended reading: Passages for Paraphrasing and Word ID
• Strategram Vol. 18, No. 3, February 2006: Tips and Activities for Word ID
• Strategram Vol. 19, No. 3, March, 2007 Word ID Tic Tac Toe
• Research Information for The Word Identification Strategy

Research Articles

• Woodruff, S., Schumaker, J. B., & Deshler, D. D. (2002). The effects of an intensive reading intervention on the decoding skills of high school students with reading deficits. (Research Report No. 15). Lawrence, KS: University of Kansas Center for Research on Learning.
• Lenz, B.K., & Hughes, C.A. (1990). A word identification strategy for adolescents with learning disabilities. Journal of Learning Disabilities, 23(3), 149-158, 163. A multiple baseline across subjects design was implemented using five measures on the Word Identification Strategy with adolescents who have learning disabilities.
• Schumaker, J.B., Deshler, D.D., Woodruff, S.K., Hock, M.F., Bulgren, J.A., & Lenz, B.K. (2006). Reading strategy interventions: Can literacy outcomes be enhanced for at-risk adolescents? Teaching Exceptional Children, 38(3), 64-68. In two studies, students who learned reading strategies outperformed students who did not.