Orthographic mapping requires immediate recall from memory of a whole word, something that identification does not require. This is different from word recognition which comes about as a result of a process called orthographic mapping, a process that leads to the permanent storage of words. Identification does not require a recall from memory.

Successful blending of those phonemes or sounds allows the student to identify the word. Phonic decoding allows a student to identify unfamiliar words, also termed “word identification.” During phonic decoding a student is identifying the individual letters and relating the correct phoneme to each letter. Next, I want to discuss phonic decoding and how important the skills of phonological blending and letter sound knowledge are to the process of phonic decoding. In my previous two blogs on the topic of phonics ( letters and sounds, and teaching letters and sounds), I discussed the necessity of teaching letter sound knowledge and how I go about doing that.

The PA (Phonological awareness) skill centrally involved in (phonic) decoding is blending.” (NICHD, 2000, pp. The National Reading Panel report stated: “The process of decoding words never read before involves transforming graphemes (A grapheme refers to a letter or letters used to represent a single phoneme or sound) into phonemes and then blending the phonemes to form words with recognizable meanings.

Encoding in reading can be defined as