Word attack is a cognitive training technique used to help improve the speed and accuracy of reading. It involves breaking down words into their constituent parts to gain a better understanding of their meaning. This technique has been shown to be an effective method for improving reading skills, particularly among individuals with reading difficulties, such as dyslexia (Vellutino et al., 2004).
Word attack is based on the concept of orthographic mapping, which is the process of forming a mental link between a written word and its meaning (Snowling, 2006). It involves breaking down a word into smaller parts, such as prefixes, suffixes, and root words, in order to gain a better understanding of its meaning. In addition, it helps to identify any patterns in words, such as common letter combinations, which can be used to read and spell words more quickly.
Studies have found that word attack is an effective tool for improving reading skills in individuals with reading difficulties (Vellutino et al., 2004). For example, a study by O’Hara et al. (2008) found that children with dyslexia who received word attack instruction improved their reading accuracy and comprehension. Similarly, a study by Snowling (2006) found that word attack instruction was effective in helping dyslexic children learn to read more quickly and accurately.
Word attack is also beneficial for people without reading difficulties. A study by Chiappe and Siegel (2003) found that word attack instruction was effective in helping children improve their reading accuracy, speed, and reading comprehension. Additionally, a study by Kuefner et al. (2011) found that word attack instruction was effective in helping non-dyslexic children to improve their reading fluency.
Overall, word attack is a powerful tool for improving reading skills. It has been found to be effective in both individuals with and without reading difficulties, aiding in the development of reading accuracy, speed, and comprehension.
References
Chiappe, P., & Siegel, L. (2003). Word attack skills in normal readers: A comparison of phonological and orthographic approaches. Reading and Writing, 16(4), 397-408.
Kuefner, A. C., Mencl, W. E., Frost, S. J., & Pugh, K. R. (2011). Effects of orthographic mapping instruction on the reading fluency of non-dyslexic children. Scientific Studies of Reading, 15(3), 215-228.
O’Hara, S., Denton, C., & Siegel, L. (2008). The impact of word attack instruction on reading accuracy, fluency, and comprehension in children with dyslexia. Learning Disabilities Research & Practice, 23(1), 44-52.
Snowling, M. J. (2006). Dyslexia, 2nd edition. Oxford: Blackwell.
Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., & Fanuele, D. P. (2004). Cognitive profiles of difficult-to-remediate and readily remediating poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 96(2), 6-23.