Abstract
Development and implementation of an approach to decoding in which students use words they know to decode words they do not know are discussed. We begin with a review of the literature and a discussion of the research and development project that resulted in a systematic approach to word identification. These descriptions are followed by the story of how the analogy approach was implemented in a tutorial setting and guidelines for how the approach can be used in regular classrooms, including those in which literacy instruction features a whole‐language approach.