Chapter 8 Multisyllabic Word Reading Ppt

8,958 views

Published on

Chapter 8 from Teaching Reading Sourcebook, 2nd edition

Published in: Sports, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
8,958
On SlideShare
0
From Embeds
0
Number of Embeds
57
Actions
Shares
0
Downloads
0
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • Each syllable contains one vowel sound. The syllable may contain more than one vowel letter but the letters will represent only one sound. The letter y may represent the long e or long i sound.
  • Syllable types: closed. open, vowel combination, consonant le, vowel-consonant e, r- controlled. See page 262. Most useful syllable division principles: two consonants between two vowels, one consonant between two vowels, three consonants between two vowels, consonant le forms a separate syllable. See page 264. Other syllable division principles: divide compound words between smaller words, inflectional endings ing, er, etc., form separate syllables, never separate a vowel digraph, diphthong, or r- controlled vowels. One of the syllables in a multisyllabic word receives more stress or emphasis. The unstressed syllable is often reduced to a schwa.
  • Poor readers Do not pronounce affixes and vowel sounds; Disregard large portions of letter information; Are more likely to omit syllables.
  • Chapter 8 Multisyllabic Word Reading Ppt

    1. 1. Chapter 8: Multisyllabic Word Reading Teaching Reading Sourcebook 2 nd edition
    2. 2. Reading Multisyllabic Words <ul><li>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. </li></ul><ul><li>When proficient readers see a multisyllabic word they automatically break it down into smaller units and chunk it into syllables. </li></ul><ul><li>The brain’s orthographic processor must learn to “see” common multiletter patterns or chunks. </li></ul><ul><li>The multiletter patterns or “chunks” may be syllables, affixes, or phonograms. </li></ul>
    3. 3. Syllabication <ul><li>Syllabication is the division of a word into separate syllables. </li></ul><ul><li>The ability to segment and blend syllables enables a reader to rapidly identify a multisyllable word </li></ul><ul><li>Research recommends moving from a focus on teaching rules and generalizations to a more flexible approach that includes decoding longer words. </li></ul><ul><li>Many researchers agree that practice is the best way for students to gain insight and confidence in syllabication. </li></ul>
    4. 4. Approaches for Teaching How to Read Multisyllabic Words <ul><li>Using syllable types and division principles </li></ul><ul><ul><li>Emphasizes the six common syllable types and syllable division principles. </li></ul></ul><ul><li>Identifying affixes or word parts </li></ul><ul><ul><li>Focuses on morphemes or meaningful word parts including: root words, prefixes, and suffixes. </li></ul></ul><ul><li>Using flexible syllabication strategies </li></ul><ul><ul><li>Segment into graphosyllabic units (spelling units) or “chunks” that can be decoded. </li></ul></ul><ul><ul><li>Many multisyllable words contain an affix; each syllable contains a vowel sound. </li></ul></ul>
    5. 5. Syllabication Research <ul><li>Good readers accurately identify multisyllabic words by effortlessly breaking down words into syllables. </li></ul><ul><li>Poor readers tend to process the letters within the words rather than syllables. </li></ul><ul><li>Multisyllabic word reading is critical because of the number of unfamiliar words introduced in intermediate and secondary textbooks. </li></ul>
    6. 6. When to Teach, Assess, and Intervene <ul><li>Prerequisite skills for multisyllable instruction are: decode single syllable words, pronounce vowel combinations, identify open and closed syllables, and pronounce affixes in isolation. </li></ul><ul><li>Assessment in multisyllabic decoding should begin in the middle of second grade. </li></ul><ul><li>Many middle and high school students have mastered basic decoding skills, but they lack strategies for identifying multisyllabic words. </li></ul><ul><li>Diagnostic assessments are needed in order to determine the prerequisite skill deficits, especially in older students. </li></ul>

    ×