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3Word Analysis (Syllabication and Morphology)
u The decoding of multisyllabic words poses difficulties beyond decoding of single-syllable words (Beck, 2006). Whereas skilled readers can syllabicate words to read them, struggling readers have difficulty syllabicating (Bhattacharya & Ehri, 2004). “While many struggling readers at the secondary level are proficient at reading single-syllable words (stint, core, plan) they may lack strategies to decode the multisyllabic words that are common in higher-level reading materials (Archer, Gleason, & Vachon, 2003)” (Boardman et al., 2008, p.6).
u The goal of syllabicating words is to help the reader sound them out correctly. Recognizing open and closed syllables can help identify vowel sounds as long or short (Adams, 1990; Adams et al., 1998).
u Noticing sounds, syllables, and morphemes simultaneously is linked to better memory for learned words (Moats, 1995). Instruction in using morphemic analysis helps students develop more advanced word recognition strategies. When students understand the meaning of component morphemes and are able to quickly pronounce them as parts of longer words, the speed and accuracy of their reading improves (Nagy, 2005).
u Several meta-analyses have shown the benefit of morphological instruction, especially for less able and younger students (Reed, 2008; Bowers, Kirby, & Deacon, 2010; Goodwin & Ahn, 2010; Carlisle, 2010 as cited by Bowers & Cooke, 2012).
u Studies of fourth- and fifth-grade students demonstrate the effectiveness of teaching students to break down words into meaningful parts and use prefixes, suffixes, and roots as clues to meaning (Kieffer & Lesaux, 2007; Baumann et al., 2002, 2003). Both Spanish-dominant English learners and English- dominant students benefit from the instruction (Kieffer & Lesaux, 2007).
u “Quick speed drills, conducted as challenge games to achieve a goal, can build automatic recognition of syllables and morphemes” (Moats, 2001, p. 38).
RESEARCH & EXPERT OPINION
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