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Word Recognition:
A Conceptual Model
Word recognition is the mental process of attaching meaning to the printed word (Graves, 1998). Often word recognition, word identification and decoding are used interchangeablely. ... On the one hand, word identification and word recognition are basically the same as they both give meaning to words. On the other hand, decoding is translating the printed word into speech with or without context (Groff, 1987). ... For a child that has problems with word recognition, the printed word forms a barrier between the reader and the meaning (Graves, 1998). ... But, reading involves more than word recognition. ... Reading is influenced by the reader’s background knowledge and language comprehension as well as word recognition (Groff, 1987). ... For example, if a reader came across the word “symmetrical,” they could use the structure of sound to translate and combine the symbols into sounds. The structure of the word can be separated into a base of “symmetry” and “ical”. A combination of context and lexical knowledge can define the word. ... For example, if a person was presented with the word “tessellate,” context would not be helpful. All four elements are equal in their importance to word recognition as they all have distinct roles. ... When a person presented with an unfamiliar word, context is used to decode and give meaning. ... Syntactic cues involve deciphering the arrangement of the words to reveal the meaning of the unknown word. For example, determining whether the unknown word is a verb or a noun can help give meaning. As well, in highly predictable sentences, context can be used to identify the word (Graves, 1998).
Approximate Word count = 1281
Approximate Pages = 5.1
(250 words per page double spaced)
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