Nonsense words are parts of whole words. That’s right. Many words we use have chunks of words in them. For example, if you are reading the world format you are reading “for” and “mat”. Now this example has real words to make up the whole word but most words do not.
For example, the word conference has “con,” “fer,” and “ence” in it. Words are easier at an early age, but if they are taught early, children can decipher larger words as the reading progresses. Click here right now to get more about nonsense words.
Meaningless words help in learning syllables. By breaking words into smaller parts, we strengthen syllables – an important part of phonological awareness.
Even on a series of reading, students will not be able to become independent readers until they have mastered phonological skills. Practicing reading these meaningless words gives students explicit practice in this skill.
Reading meaningless words gives you an indication of whether your child knows the most common word sounds. This is a great way to gauge whether your child can decipher 3 phonemes. So why not use real words? Well, in the early years we relied on a lot of the same 3 letter words.
If you want a real measure of whether they can decipher, it's unlikely you'll want to give them words that have been explicitly expressed over and over in the center and instructions.
Meaningless words help build trust when deciphering. Practicing short, silly words and making them work is an achievement for our young students. Because they can read real and meaningless words, they can literally decipher anything