ERIC Number: ED345207
Record Type: Non-Journal
Publication Date: 1992-May
Reference Count: N/A
Guidelines for Instruction in Structural Analysis. Technical Report No. 554.
Nagy, William E.; And Others
Because students encounter a steady stream of new words in their reading, structural analysis--the ability to gain information about the meaning, pronunciation, and part of speech of new words from their prefixes, roots, and suffixes--is an important component of skilled reading. It follows, then, that effective reading instruction should include helping students gain and apply knowledge of structural analysis. Instruction should provide explicit explanations of both how and when to use structural analysis; take into account the diversity of English word structure, and adapt instruction to the different problems posed by the compounds, prefixes, and suffixes; make clear to students the limitations of structural analysis--how to recognize when it does not work, and what to do about it; and to use extended text in opportunities for application. Structural analysis instruction should be grounded in context and provide numerous opportunities for students to determine the meanings of prefixed words, derivations, and compound words in extended text. Effective instruction must aim for strategic use of structural analysis. Students should be given sentences containing unfamiliar words that could, orthographically at least, be broken down into a familiar stem plus an affix, and then asked to decide whether their analysis leads to a meaning compatible with the context. Strategic use of structural analysis involves using it in concert with other strategies for dealing with new words. (Twenty references are attached.) (Author/RS)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.