Word recognition was promoted using the lessons in REWARDS Intermediate (Archer, Gleason, & Vachon, 2005a) to teach phonological elements and advanced strategies for decoding multisyllabic
words and a varied syntax fed the needs of my advanced students, while smaller, high-frequency, and phonetically stable words led my slower students on the path to building a rudimentary reading vocabulary.
Pairing syllables of multisyllabic
words to phonological neighbors (similar-sounding words) was also hypothesized to cue those parts of words (e.g., get for guitar).
Struggling students can benefit from instruction in the systematic use of strategies to decode multisyllabic
words (Lenz & Hughes, 1990).
For example, the problem of assigning the position of the main stress to a novel Dutch word is solved by storing large numbers of multisyllabic
words in the instance database, and by using a distance measure defined over the phonological makeup of the final two syllables of these words.
* The researchers addressed word study by using REWARDS (Archer, Gleason, & Vachon, 2003), a program designed to teach advanced strategies for decoding multisyllabic
It was chosen because of its documented success in helping low achievers and students with reading disabilities decode multisyllabic
Diana's phonological skills in both languages were characterized by difficulties producing multisyllabic
words, as well as by age-inappropriate weak syllable deletion.
The PAF benchmark consisted of 14 sections of 20 words grouped by word structure (e.g., CVC words with short vowels, words with R-Controlled Vowels, and regularly phonetic multisyllabic
The additional interventions provided in these studies often reflect increases in intensity of intervention (e.g., more time in instruction; smaller instructional groups) or changes in the focus of the intervention (e.g., comprehension emphasis versus a basic skill emphasis; addition of advanced word recognition strategies for reading multisyllabic
words) in an effort to accelerate student learning.
Berninger is also candid in her appraisal that her phonologically based approach was not terribly successful in teaching students to read multisyllabic
Item 2 represents a different subdomain of ecological interactions and uses no graphic and few words (14 common words, 3 of them multisyllabic