Comp 7: Syllabic Analysis, Structural Analysis and Orthographic Knowledge Flashcards
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Structural analysis (morphemic analysis)
the process of decoding a multisyllabic word with an affix (prefix, suffix) added to a base word.
EX: Students can use this by putting their knowledge together of the base word and affix to recognize a word
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Syllabic analysis
process of decoding a multisyllabic word by examining the syllables
Orthographic knowledge
what a person knows about how to spell words
Morpheme
the most elemental unit of meaning in a language. 2 types: some words and all affixes
EX: elephant = 1 morpheme
EX: walked = 2 (walk + ed)
EX: chairs = 2 (chair + s)
Affixes
either prefix or suffix
Bound morphemes
prefixes and suffixes that cannot occur alone and must be attached to a root word (un-, -est)
Free morpheme
prefix or suffix that can occur alone (test)
Syllable
pronounced with a single, uninterrupted sounding of the voice
* a single vowel can be a syllable but not a single consonant, all syllables need at least 1 vowel
Open syllable
a syllable that ends in a vowel sound
EX: me
EX: soda
Closed syllable
a syllable that ends in a consonant
EX: kick
EX: ball
Affrication is a consonant sound that is produced through …
friction (lips touching) as in /v/ or /f/
Aspiration
brief puff of air when pronouncing certain words such pit
Allophones
two or more variant pronunciations of a phoneme
Matthew Effect
“poor readers get poorer because of the lack of vocabulary and reading strategies, vice versa”
How Do Phonics, Sight Word Knowledge, Structural Analysis, Syllabic Analysis and Orthographic Knowledge Work Together?
o Phonics and sight word skills are needed to decode single syllable words, phonics help a reader decode regular single syllable words, where sight words help students recognize high-frequency words
o Structural, Syllabic Analysis and Orthographic knowledge help decode multisyllabic words
o Combined can improve reading automaticity
How to Teach Structural Analysis and Syllabic Analysis of Multisyllabic Words
a) Structural Analysis Skills: Teaching Prefixes, Suffixes and Roots
1) Direct Instruction: Whole-to-Part
o Display sentences with words containing the target prefix, suffix or root word (i.e. un-)
o Read sentences and identify key element
o Work together to come up with meaning or target prefix, suffix or root word and provide other examples
o Post to word wall with words that share the common element
How to Teach Structural Analysis and Syllabic Analysis of Multisyllabic Words
a) Structural Analysis Skills: Teaching Prefixes, Suffixes and Roots
2) Direct Instruction: Part-to-Whole
o Display the target prefix, suffix or root word and explain what it means
o Prepare root words that can be added to make new words
o Help students put newly formed words into sentences and have them posted
How to Teach Structural Analysis and Syllabic Analysis of Multisyllabic Words
a) Structural Analysis Skills: Teaching Prefixes, Suffixes and Roots
3) Root Words
o Similar instruction where the root word is given in multiple sentences
o Provide multiple words the root word can be applied to
Teaching Syllabic Analysis
1) Teaching Children to Identify the # of Syllables in a Word
o Most traditional is clapping but this only applies to words that can be heard, not read
Teaching Syllabic Analysis
2) Teaching Multisyllabic Words that Follow Common Syllable Patterns
o Compound words, divide between the 2 words (in-side)
o Single Syllable Prefix, divide between the prefix and the root (un-kind)
o Never divide between a consonant digraph (teach-er)
o 2 consonants in the middle of a word that are not digraphs, divide between the consonants (sis-ter)
o Single consonant in the middle of a word between 2 vowels, the vowel preceding the consonant is short, divide after the consonant (cab-in, lev-el) *in a closed syllable such as cab- or lev-, the vowel is almost always short
o Single consonant in the middle of a word between 2 vowels, the vowel precedes the consonant is long, divide between the consonant (be-long, fe-ver) *in open syllables, the vowel is almost always long
How to Teach Spelling (4 ways)
a) Selecting Spelling Words
o Choose appropriate words each week for students to learn how to spell and provide proper methods to teach them how to spell them
o Reasonable amount is 4-5 each week
o Types of Words Students are expected to Learn: words that include rimes, blends, digraphs, diphthongs, prefixes, suffixes, common root words, high frequency words including those w/ irregular patterns, common-need words, content-area words and words that relate to each other: synonyms, antonyms and homophones
b) Self-Study
o Look at the word and say it to yourself, say each letter to yourself, close your eyes and spell the word to yourself, write the word and check your spelling, write the word again
c) Multisensory Techniques
o Visual: look at the words and then write it 3-4 times (not as effective)
o Visual, use of color: use different colors for digraphs
o Auditory: Hear the word as they write it, student says each letter as they write it, buddy system where one whispers the word to the student
o Kinesthetic: writing with large, exaggerated strokes in the air
o Tactile: sandpaper, window screens, shaving cream
o Mental Imagery: imagine the teacher spelling the word
D) Small-Group and Individualized Spelling Instruction
o It’s important to have small group intervention to help students with a spelling pattern or common mistake
How to use Structural Analysis Skills, Syllabic Analysis Skills and Orthographic Knowledge in Reading and Writing
o Student should be challenged to read texts that include words being taught including informational texts
o Give a prompt and a word bank where words can be used to write a story
How to teach Struggling Readers and Students w/ Reading Disabilities: Syllabic Analysis, Structural Analysis, and Orthographic Knowledge
o Focus on Key Skills: Common prefixes, common suffixes and orthographic patterns having to do with adding suffixes such as dropping the e (bake to baking) or doubling the consonant (bat to batting)
o Tactile and Auditory Practices: Physically writing items or hearing the words/letters as they spell can be beneficial
How to teach EL: Syllabic Analysis, Structural Analysis, and Orthographic Knowledge
o Some root words are cognates in the Spanish language (contra-, bi- and anti-)
o Explicitly teach root words and affixes to increase their word identification skills
cognates
have similar pronunciation and meaning with their English counter parts
How to teach Advanced Learners: Syllabic Analysis, Structural Analysis, and Orthographic Knowledge
o Allowing students to explore more complicated root words and their derivatives
Assessment of Structural Analysis
Students are to read aloud from given a list of words with nonsense words (isolation) or passage (in context) that include the target suffix, prefix or root word
ex: ageless, jobless, careless, spotless, bathless, sadless
Assessment of Syllabic Analysis
Assess in isolation (word list) and in context (paragraph) after a rule is taught to see if they can apply it
ex: vowel in an initial open syllable is long
such as: b(a)sic, b(a)by, f(e)male, (e)vil
Assessment of Spelling
Analyze student work and look for patterns, both in isolation (spelling tests) ANDDD in context are needed to gain an understanding
Entry-Level, Progress-Monitoring and Summative Assessment: Syllabic Analysis, Structural Analysis, and Orthographic Knowledge
o Entry-level assessment would be mostly assessments in isolation
o Progress-monitoring is essential here because many students will struggle
o Summative can include in context, where teacher may create passages including the words they taught
Analysis, Interpretation and Use of Assessment Results: individual profiles
determines whose performance is below expectations, meeting, exceeding the standard
it also tells the teacher which students need help on a specific standard
Analysis, Interpretation and Use of Assessment Results: group profiles
tell the teacher how the whole class is performing
instructional strategy for syllabic analysis, structural analysis, and orthographic knowledge
o Echo Reading, Choral Reading, paired reading, alternate reading, repeated reading
