Describe the characteristics of the teaching of irregular words in core reading programs that may be problematic
What will be an ideal response?
• Little or no explicit teaching of irregular words. Some core reading programs do not clearly teach students to examine all letters in irregular words.
• Rapid and early introduction of irregular words. Most core reading programs introduce irregular words very early in the kindergarten and first-grade levels, before students have mastered reading regular words. When a high proportion of the words first introduced in the early lessons are irregular words, struggling readers and at-risk children may develop confusions that lead to habitual guessing and lack of attending to all the letter–sound relationships in a word.
• Absence of daily practice. Some core reading programs do not provide for daily work on word reading because too many other activities are included in the program. Other programs do not clearly point out that word-reading exercises are to be presented daily.
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