Knowledge and Skills Statement
Task students with identifying and highlighting multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs while reading a self-selected text. After students have finished reading the text, have them make a list of the highlighted words they found.
Further Explanation
This assessment requires students to understand the various spelling patterns and rules of the English language to correctly spell words found in a text. It is important that students apply these rules consistently in their writing instead of using invented spelling because they will create confusion for the reader.
Students must be able to spell words with multiple syllables. There are a variety of different types of words with which students should be familiar:
- A syllable containing a short vowel, spelled with one vowel, ending in one or more consonants (closed syllable). For example, beverage, hospital
- A syllable that ends with a long vowel sound, spelled with a single vowel letter (open syllable). For example, program, table, recent
- A syllable with a long vowel spelled with one vowel, one consonant, and final silent e (VCe) vowel-consonant-e). For example, compete, explode, reptile
- Syllables containing long, short, or diphthong vowel sounds that use a letter combination for spelling (vowel teams). For example, awful, nervous, reason
- A syllable with a single vowel letter followed by r (or, er, ur, ar, ir). Vowel pronunciation changes before /r/ (r-controlled, or vowel-r syllable). For example, return, report, starter
- Words with an unaccented final syllable containing a single consonant, l, and silent e (final stable syllable, or consonant-le syllable). Examples include puzzle, triangle, and bottle
Research
1. Heggie, L., & Wade-Woolley, L. (2107). Reading Longer Words: Insights Into Multisyllabic Word Reading. American Speech-Language-Hearing Association. SIG 1 2(2). Retrieved from https://www.researchgate.net/profile/Lindsay_Heggie/publication/318848767_Reading_Longer_Words_Insights_Into_Multisyllabic_Word_Reading/links/5985064da6fdcc75624fc329/Reading-Longer-Words-Insights-Into-Multisyllabic-Word-Reading.pdf
Summary: Researchers discuss why multisyllabic words are challenging, and what makes them particularly important. This study considers the value of and approaches to building readers' multisyllabic word skills through explicit instruction in syllables and morphemes.
2. Simmons, K. D., & Carpenter, L. B. (2010). Spelling and assistive technology: Helping students with disabilities be successful writers. Physical Disabilities: Education and Related Services, 29(2), 5–19. Retrieved from https://eric.ed.gov/?q=spelling&ft=on&id=EJ955433
Summary: This article centers on the importance of developing proficiency in handwriting, spelling, and composition, particularly for students with physical disabilities. In this article spelling deficiencies are perceived as foundational to a student developing a proficiency in handwriting and composition. Educators should consider effective interventions to support students such as Individual Education Program (IEP), assistive technology, and evidence-based spelling supplemental program.
3. Ehri, L. C., & Rosenthal, J. (2007). Spellings of Words: A Neglected Facilitator of Vocabulary Learning. Journal of Literacy Research, 39(4), 389–409. Retrieved from https://journals.sagepub.com/doi/pdf/10.1080/10862960701675341
Summary: Vocabulary learning is central to reading ability, spelling, and academic achievement. The review of literature reveals that little attention has been focused on the contributions that spelling might make to vocabulary learning. In this study the theory and evidence revealed that this is a serious oversight. The analysis shows that exposing second and fifth graders to the spellings of new vocabulary words enhances their memory for pronunciations and meanings of the words. Students with better developed orthographic knowledge benefit more from spellings in learning vocabulary words.