How work-identification strategies help student become fluent readers?

How word-identification strategies help student become fluent readers?
Name
Institution

Abstract
The research explored the strategies that the teachers should apply to enhance fluency in student’s language skills. Following the outlined strategies, the research has also provided methods through which student’s fluency can be enhanced in reading, speaking and writing. It provides students with skills that enhance their reading and understanding of vocabularies in different learning contexts. Phonic analysis has been described to enhance fluency skills by the spelling of a word and syllables to identify complex words. Informal teacher-tests have been identified to test the student’s understanding of analysis between letters and syllables. Decoding through analogy is another strategy that the research has described to enhance the learner’s fluency. Multisyllabic words can be identified through the strategy by relating them to words that the students are familiar with. Most of the strategies described have different effects on the student’s ability to master and understand vocabulary based on the syllable, letter and morpheme comprehension.
Keywords: strategies, fluent reader, Multisyllabic, spelling of words, phonic analysis

Introduction
Fluent reading is an important area in a child’s academic life. The initial part of learning involves teaching them how words should sound and recognizing common vocabulary from different reading articles. Word-identification strategies play an essential role in ensuring that different areas of reading and fluent-speaking abilities of students are identified.

Repeated reading is one of the most identified strategies in improving the student’s fluency. Therefore, strategies such as phonic analysis, decode by analogy, syllables and morphemic would further enhance student’s ability to understand word pronunciation thus fluency in both readings and speaking. Furthermore, identifying unfamiliar words using the strategies makes learning easier thus improving the mastery skills of the students.
Accuracy in fluency requires adequate time for the students to focus on word identification and analysis skills. The teacher’s role is to ensure that the students read the words accurately by providing more instructional time. Therefore, students should not be pushed to read faster without identifying the word accurately. However, as the students learn to identify different vocabularies accurately; the next step should instruct them to increase the speed of reading. Mastery of pronunciation is enhanced by repeated readings of a particular word, the students should be guided by teachers to ensure that they understand concepts of decoding and demonstrate the readings. Teachers should monitor individual progress of each student since the learning ability differs from one student to the other. Quality students’ learning is based on identifying every student’s need regarding fluency in reading.
Phobic Analysis Strategies
The phonic analysis is classified as one of the primary strategies that improve fluency in reading. It is the process where a student can establish the relationship between the spelling of a word and the pronunciation at the syllable, letter or even at the word level. The objective of applying this strategy is to enable the student to identify unfamiliar words correctly (Götz, 2013). Furthermore, the student gets to explain and acquire knowledge based on the spellings of prefixes, suffixes, and even the root words. A correctly spelled word is determined by student’s ability to identify the type of suffix or prefix that exists in a word, it enhances the mastery of spelling of new or unfamiliar words.
Applying phonic analysis requires a regular assessment to identify different wordings that the student can identify based on correct pronunciation and ability to understand their meanings. Students having trouble in mastering the wordings should be the targets of such assessments especially in identifying the accuracy of letter and sounds. Conducting the assessment would require the teacher to randomly use lower case alphabet of letters and ask the learners to identify the sounds of the letters (Götz, 2013). Students with fluency in sounding should be able to respond to the teacher’s random questions without hesitation. Furthermore, he or she should identify the sounding while avoiding the name of the word.
Basic principles of English phonics should also be assessed by the teacher to evaluate the word analysis skills (Götz, 2013). Words with different phonic elements should be used to test the word reading efficiency. Informal teacher-test should be involved to effectively test the ability of a student to identify complex wordings such as pseudo-words. After the readers have learnt to match the letter names and the letter sounds the teacher should be able to introduce them to blending of different words. For instance, blending separate words often leads to the pronunciation of a complete word. The learners should be allowed to automatically blend the sounds by writing when the instructor pronounces the individual sounds.
Word families and phonograms should be practiced automatically since it reinforces the phonics. The most important part of this practice is that the reader can identify multiple soundings in a particular word. It enhances the pronunciation of high-frequency word families. Structural analysis increases the learner’s reading by interpreting the word parts that make up the actual word (Götz, 2013). Its practice ensures that word analysis benefits the learners by understanding the uses of word recognition items such as the suffixes and prefixes.
Decoding through Analogy Strategy
Decoding Through Analogy help the readers to understand word pronunciation through the use of familiar words. The teacher should identify multisyllabic words that allow the students to understand the use of rhymes and spelling patterns. The word that should be analyzed should be picked from articles or books that the students have gone through in the past readings of classwork. Familiarity with the wordings enable the students to use the strategy effectively thus enhancing the ability of students to identify the meaning of words (Götz, 2013).
The teacher should identify a word from a familiar literature article. The word should then be broken apart, the breaking of such word should be made in such a manner that the familiar chunks accompany the loud soundings. Familiarity helps the reader to pronounce and use the meanings of the familiar words used to seek the meaning of the new word. Decoding through analogy ensures that the learner gets to pronounce the words well and also identifies its meaning through the familiarity of the context of teaching. Teachers are required to guide students on the methods of identifying new words through this strategy. Therefore, students get an opportunity to apply the strategy in challenging cases where fluency is a core requirement for quality assessment. Teachers should identify improvements achieved by the students through the application of this strategy. The critical spelling patterns are also enhanced thus effective fluency.
Dividing words into syllables enhance the learners’ decoding skills. Through the syllable division, the learner can understand different rules that are applied to read the word accurately and fluently. Spelling words correctly is a primary issue in a student’s literacy learning. Direct instructions are required from the teacher to ensure that the students learn to pronounce and identify long words. The strategy improves the student’s ability to distinguish and group different sounds concurrently. The sound hunks identification is important in identifying syllables in a word. Therefore, a student needs to master relevant sound hunks for effective learning.
The teacher is required to guide the students on how to join syllables and improve the speed of pronunciation. The instructions often guide the students on how the syllables should be divided. Furthermore, the teacher should ensure that the students master correct phonologic processing. For the students who fail to apply phonologic processing correctly, the syllable division would establish a foundation required for proficient reading thus fluency. The syllable division is done to increase the student’s ability to provide the correct sounding in reading. The vowel and consonant sounding are identified based on the position they take in a word. When the student can identify them without the help of a teacher, then most of his or her reading improves.
The practice of reading syllables would be helpful to the students. The oral test should be provided to identify the level of pronunciation and fluency within the learners’ soundings. Writing words phonetically develops the required phonologic processing that would further build an understanding and foundation of the structure of words (Götz, 2013). Writing a spoken syllable strengthens the converse skill thus providing appropriate syllables for reading. The teacher should ensure that he or she helps the students through the mastery of correct spelling patterns. Therefore, the spelling patterns used in a particular language can be mastered by students without difficulty. The developed syllable skills then facilitate the student’s performance.
Morphemic Strategies
Morphemic strategies make the word identification process to be the flexible thus correct pronunciation of words. It helps the students gain confidence and be independent in comprehending different class readings. The teacher should help the students to recognize and manipulate morphemes so that they can independently develop language proficiency. Fluent reading and comprehension have been identified among students who apply the strategy in the learning of English language (Götz, 2013). Teachers should regularly take students through readings that require the application of morphemic skills to establish meanings. Repeated practice ensures that the students can use morphemes in any form of readings which further boost independent of student’s learning.
The strategy enables the students to discuss parts of the word that contribute to their meanings. Distinctions between patterns of letters are achieved through the use of morphemes in learning. The students with reading difficulties should be introduced to the use of morphemes in words whose meanings could be easily confused. Prefixes are often challenging to identify in complex words accurately, and this occurs when common prefixes arise in every word. Such difficulty also occurs when words are broken phonetically for pronunciation and meaning for morphemic analysis (Götz, 2013).
Morphemic involves an understanding of roots and affixes of a particular word. The knowledge of roots and affixes has been proven to help students understand different vocabularies (Götz, 2013). Analyzing words into their constituent makes enable the students to understand and derive the different meaning of words thus using them accurately while speaking or writing different class activities. It enables the students to establish connections between different words thus reducing situations of grammar errors while a student is speaking. Therefore, morpheme strategy plays a vital role in ensuring that a student’s uses essential vocabulary in speaking, writing, listening and reading. Comprehension of the classwork concepts determines the success of a student’s academic work. The students would often achieve the essence of both academic and fluency in the English language.
Conclusion
The teaching strategies are essential in every stage of learning. It improves the student’s ability to understand different vocabularies. Apart from fluency, student’s understanding of vocabularies would also improve the student’s academic life. The teacher should test student’s understanding of the words and meanings by asking them to identify the basic syllables in a word. Regular assessment and supervision during learning would ensure that student’s ability to be fluent in speaking is analyzed based on repeated teachings and tests. Teaching should repeatedly be conducted especially on if the applied strategies fail to work efficiently. The most crucial area to address is student’s ability to understand how to use vocabularies in the writings.

Reference
Götz, S. (2013). Fluency in Native and Nonnative English Speech. Amsterdam/Philadelphia: John Benjamins Publishing Company.