How do I crack this code?

Decoding involves using the reader role of Code Breaker. (Four Resources Model)
  • Recognising and using the alphabet, sounds in words, whole words, letter/sound relationships. (Ludwig 2003)
  • Using graphophonic (visual), syntactic (language) and semantic (meaning) sources of information. (Ludwig 2003)
  • Spelling accurately and understanding the functions of spelling. (Ludwig 2003)
  • Recognising and using grammar and vocabulary including punctuation, intonation and rhythm. (Ludwig 2003)
  • Recognising and shaping patterns of letter, sound, word, clause, sentence and text /generic structure. (Ludwig 2003)
  • Recognising and shaping visual, non-verbal and auditory codes. (Ludwig 2003)
  • Turning print into speech sounds. (Hirsch 2003)
  • Fluency does not necessarily mean that a reader comprehends a text. (McNaughton, Lai, Macdonald & Farry 2004)
  • Fluency allows the mind to concentrate on comprehension. (Hirsch 2003)
  • Fluency is increased by domain knowledge. Prior knowledge about a topic speeds up basic comprehension and frees the working memory to make connections between new and previously learned material. (Hirsch 2003)
  • The "magical number seven" is the approximate number of items (whether simple facts or numbers, or words representing complex concepts) that you can hold in your working memory. (Hirsch 2003)

Decoding Strategies

  • focuses on particular vocabulary and specialist terminology in a text.
  • develops a range of decoding strategies:
    • Does it sound right? (syntactic)
    • Does it look right? (graphophonic)
    • Does it make sense? (semantic)
    • Are there context clues? (world knowledge)
  • Carefully reads and rereads the text focusing on particular wording.
  • Uses headings/pictures to predict storyline.

Code Breaker Questions

  • Are there words or symbols I don't know?
  • How do I work out words I don't know? (decoding strategies)
  • How is this text set out? (generic structure)
  • What can I see on this page or in this book?
  • Why has the author included these parts in this text?
  • Which way do I read this text? (linear or non linear)
  • Is this text easy, hard to read or just right? How do I know?
  • What is the name I call this text? (genre)

Four Resources Questions Poster

Use this poster in your classroom as a framework when questioning texts.