Syllabic versus Morphemic Analyses: Teaching Multisyllabic Word Reading to Older Struggling Readers

Autor/in	Bhattacharya, Alpana
Titel	Syllabic versus Morphemic Analyses: Teaching Multisyllabic Word Reading to Older Struggling Readers
Quelle	In: Journal of Adolescent & Adult Literacy, 63 (2020) 5, S.491-497 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.984
Schlagwörter	Reading Difficulties; Secondary School Students; Syllables; Sight Method; Intervention; Reading Skills; Morphemes; Phonological Awareness; Accuracy + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Sekundarschüler; Silbe; Look-and-say method; Ganzheitsmethode; Reading skill; Lesefertigkeit; Morphem
Abstract	The complexities of words in different subject areas increase as students transition from elementary school to middle school. Although most secondary school readers can read monosyllabic words, many other older readers have difficulty with reading multisyllabic words because of their poor phonological and morphological skills. Explicit word-reading instruction, focused on syllabic and morphemic analyses of multisyllabic words, therefore should be considered for advancing older struggling readers' word-reading skills. Results from word-reading interventions have shown that analyses of syllables and morphemes in multisyllabic words advance older struggling readers' phonological and morphological skills. Proficiency in recognizing syllables and morphemes in multisyllabic words then promotes older struggling readers' accurate reading of complex words. Therefore, reading instruction for struggling older readers should focus on using syllable and morpheme analyses for promoting their multisyllabic word reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01