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Knowledge and Skills Statement

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.

A teacher may wish to assess this SE following explicit instruction on SE 3.2.A.i, decoding multisyllabic words with multiple sound-spelling patterns. After students read the words aloud, task them with writing a sentence for each word. Note whether students spell the words correctly.

Further Explanation

This assessment requires students to understand how word parts support decoding and spelling of multisyllabic of sound-spelling patterns is acquired through practice and words. As multisyllabic words can be long and difficult to spell, students must learn how to break down words into smaller parts. Knowledge experience with decoding and spelling is built upon as students become proficient in decoding and spelling single syllable words with simpler sound-spelling patterns.

Both decoding and encoding skills are needed to build a foundation in reading. Decoding is sounding words out according to letter-sound relationship conventions. Encoding is the process of using letter-sound knowledge to write or spell words. Students must understand the various spelling patterns and rules of the English language to correctly construct words in their written products. It is important that students demonstrate this knowledge by applying these rules consistently instead of using invented spelling because they may unknowingly write a real word they did not intend, causing reader confusion.
Students should correctly spell words with more than one syllable and with more than one sound-spelling pattern. For example, the word din-o-saur is made up of three syllables and has multiple sound-spelling patterns (long i, long o, and a vowel team with au).

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. Ehri, L. C., & Rosenthal, J. (2007). Spellings of Words: A Neglected Facilitator of Vocabulary Learning. Journal of Literacy Research, 39(4), 389–409. Accessed online at 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 spellings might make to vocabulary learning. In this study the theory and evidence revealed that this is a serious oversight. The analysis reveal; 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 than students with weaker knowledge.

3. 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. Accessed online at 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 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.