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There are three components to teaching multisyllabic words: structural analysis, syllabic analysis, and orthographic knowledge. Structural analysis involves decoding words by understanding suffixes and root words. Syllabic analysis means decoding words by separating them into syllables. Orthographic knowledge refers to understanding spelling patterns. The document discusses using these three methods to teach decoding multisyllabic words to students, particularly English language learners. It also emphasizes explicitly teaching word patterns and spelling rules over simple memorization.

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37 views

Compentency 7 Autosaved

There are three components to teaching multisyllabic words: structural analysis, syllabic analysis, and orthographic knowledge. Structural analysis involves decoding words by understanding suffixes and root words. Syllabic analysis means decoding words by separating them into syllables. Orthographic knowledge refers to understanding spelling patterns. The document discusses using these three methods to teach decoding multisyllabic words to students, particularly English language learners. It also emphasizes explicitly teaching word patterns and spelling rules over simple memorization.

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Cassie Mayer

EDUG 547
October 19, 2015
Competency 7
Syllabic Analysis, Structural Analysis, and Orthographic Knowledge
Anyone who has made it through elementary school remember clapping out
their syllables. Decoding and identifying multisyllabic words is a another skill taught
by teachers. There are three components of teaching multisyllabic words: structural
analysis, syllabic analysis, and orthographic knowledge. Structural analysis is the
process of decoding a word by putting together the knowledge of suffixes and the
base word. Syllabic analysis is decoding words by putting together each of the
words syllables. Lastly, orthographic knowledge is what a student understand about
spelling words (RICA, pg. 57).
In the Common Core ELA standards for third grade students should be able to
decode words based on their suffixes, prefixes, and root words using structural
analysis. In my second tutoring lesson the word study we completed was on
suffixes. I attempted to have my tutees read a list of words I provided for them with
fluency. Unfortunately, it was unsuccessful since it was above their independent
reading level. TPE 4.3, Candidates vary instructional strategies according to
purpose, lesson content and student needs. According to the Reading and Learning
to Read text there are four principles for teaching morphology. First in rich
vocabulary instruction that includes knowing words in various ways. Second, select
words that the students do not already know, and study those words based on their
suffixes, prefixes, and root words; make educated guesses as what those words
could mean and check based on context in which those words are commonly

written. Lastly, explicitly teach prefixes, suffixes, and root words (Jo Anne L. Vacca,
2015, pp. 203-204).
In my first grade master classroom we use a program called SIPPS, or
Systematic Instruction in Phonological Awareness, Phonics, and Sight Words. This
system to teach reading and comprehension starts with the very basics till students
are comprehending and analyzing text, even in the first grade. In my teachers lower
level reading group they are using syllabic analysis to decode words. They first spell
the words, then find the individual sounds in the word, and lastly put the word
together. Currently they are decoding single syllable words are now building up to
multisyllabic words. According to Burden and Byrd, the number of syllables in a
word is equal to the number of vowel sounds (pp.188). One goal I would like to
achieve in my third grade master classroom would be support my ELLs in
multisyllabic decoding. This is supported by TPE 7.2, Candidates know and can
apply theories, principles, and instructional practices for English Language
Development leading to comprehensive literacy in English. Given that more than
half my class are ELLs I think this would be a great goal to have. According to the
text Teaching English Language Learners, demonstrations, participation, practice,
and performance are conditions and instructional practices that benefit English
Language Learners, and can be used while teaching syllabic analysis (pp.38).
As Professor Rose has often told our class, spelling does not measure
intelligence just our memory. Orthographic knowledge is something that is taught in
mainstream schools as very important. Though proper spelling is important when
communicating with others and formally presenting something such as a paper or
power point presentation, it should not be used to measure any level of intelligence.
In my lessons for my tutees our first draft for anything we write is always the tutees

best shot without worry of being wrong. After that first draft we correct any
spelling or syntax errors. In my classes I have seen most spelling lessons for
homework as practice to memorize the words. They start with word sorts, repeated
writing, use in sentences, and even organizing the words alphabetically. The final
measurement of spelling success is the Friday Spelling test. According to Burden
and Byrd, Cognitive studies show that skillful readers chunk words into syllables
automatically, in the course of perceiving letters. Skilled readers are able to do this
because of their knowledge of likely spelling patterns, or orthographic knowledge
(pp.19). The individual letters in a word are not as important as the letter patterns
in a word when decoding text fluently. Though memorizing the individual letters in a
word is beneficial to orthographic knowledge, I find it more important to explicitly
teach the patterns in words. This connects to TPE 9.7, Candidates understand the
purposes, strengths and limitations of a variety of instructional strategies.
Teaching multisyllabic words to students is important as they attempt to
achieve fluency. The better they can decode words the greater they can
comprehend text. I can help my students learn the strategies to decode
multisyllabic words through structural analysis, syllabic analysis, and orthographic
knowledge.

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