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ERIC Number: EJ849807
Record Type: Journal
Publication Date: 2008
Pages: 7
Abstractor: ERIC
Reference Count: 26
ISSN: ISSN-0040-0599
Syllable Types: A Strategy for Reading Multisyllabic Words
Knight-McKenna, Mary
TEACHING Exceptional Children, v40 n3 p18-24 Jan-Feb 2008
Apprehension is the immediate reaction of some students when faced with multisyllabic words. Lacking strategies for decoding longer words, these students stop reading and seek help from an adult or a more accomplished peer rather than tackle the mysterious words themselves. Explicit strategy instruction is often recommended for students who have difficulty learning to read. Torgesen describes explicit instruction as teaching "that does not leave anything to chance and does not make assumptions about skills and knowledge that children will acquire on their own." With explicit strategy instruction, teachers guide students to gradually master a means for independently decoding long words. Syllable types instruction teaches students to attend to patterns in the English language and, when mastered, enables them to decode lengthy words unaided. This research-based strategy is part of an effective curriculum for teaching reading. Although some students learn to recognize syllable types with wide reading experience, others need to have syllable types explicitly taught to them. Rather than teaching syllable types all at once, each type should be introduced, explained, practiced, and mastered before moving on to the next. Blevins suggests the following instructional sequence: closed, open, vowel-consonant-silent "e", vowel team, "r"-controlled, and final stable syllables. This article provides steps for explicitly teaching syllable types. (Contains 1 table and 5 figures.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A