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Chapter 8: Multisyllabic Word Reading

Chapter 8: Multisyllabic Word Reading. Teaching Reading Sourcebook 2 nd edition. Reading Multisyllabic Words. It is essential for students in the fifth grade and beyond to decode multisyllabic words since most of the words they encounter contain more than one syllable.

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Chapter 8: Multisyllabic Word Reading

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  1. Chapter 8: Multisyllabic Word Reading Teaching Reading Sourcebook 2nd edition

  2. Reading Multisyllabic Words • It is essential for students in the fifth grade and beyond to decode multisyllabic words since most of the words they encounter contain more than one syllable. • When proficient readers see a multisyllabic word they automatically break it down into smaller units and chunk it into syllables. • The brain’s orthographic processor must learn to “see” common multiletter patterns or chunks. • The multiletter patterns or “chunks” may be syllables, affixes, or phonograms.

  3. Syllabication • Syllabication is the division of a word into separate syllables. • The ability to segment and blend syllables enables a reader to rapidly identify a multisyllable word • Research recommends moving from a focus on teaching rules and generalizations to a more flexible approach that includes decoding longer words. • Many researchers agree that practiceis the best way for students to gain insight and confidence in syllabication.

  4. Approaches for Teaching How to Read Multisyllabic Words • Using syllable types and division principles • Emphasizes the six common syllable types and syllable division principles. • Identifying affixes or word parts • Focuses on morphemes or meaningful word parts including: root words, prefixes, and suffixes. • Using flexible syllabication strategies • Segment into graphosyllabic units (spelling units) or “chunks” that can be decoded. • Many multisyllable words contain an affix; each syllable contains a vowel sound.

  5. Syllabication Research • Good readers accurately identify multisyllabic words by effortlessly breaking down words into syllables. • Poor readers tend to process the letters within the words rather than syllables. • Multisyllabic word reading is critical because of the number of unfamiliar words introduced in intermediate and secondary textbooks.

  6. When to Teach, Assess, and Intervene • Prerequisite skills for multisyllable instruction are: decode single syllable words, pronounce vowel combinations, identify open and closed syllables, and pronounce affixes in isolation. • Assessment in multisyllabic decoding should begin in the middle of second grade. • Many middle and high school students have mastered basic decoding skills, but they lack strategies for identifying multisyllabic words. • Diagnostic assessments are needed in order to determine the prerequisite skill deficits, especially in older students.

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