Teach Students How to Fluently Read Multisyllabic Content Vocabulary
Dysfluent readers are so consumed with word identification that they cannot focus on extracting or constructing meaning from the text. Here are some activities to develop students' fluency skills, so that they may move on to access content. See also Develop Fluency Using Content-Based Texts.
How to get started
- After you have identified the key words, look them up in a dictionary to see how they are divided into syllables.
- Write out the divided words on chart paper or poster board.
- At the beginning of a week or unit, point out the list of words to students and tell them that to become a historian, scientist, mathematician, musician, and so forth, they will need to know how to identify the important words of the subject quickly and accurately. Assure them that you will help them to do so.
- As you run your hand or a pointer under each new word, say it slowly once, so students can hear the various parts of the word, and then blend the parts together and say the word quickly.
- Practice the list together one or two more times, and then move your hand or pointer around to prompt students to say the words with you.
- Provide a sheet of flashcards for each student with the syllabicated words on one side and a student-friendly definition of the word on the reverse side.
- Review the words once or twice every day for both pronunciation and meaning. When you say the word
in the context of an explanation or discussion, run your hand or the pointer under the word to affix the sounds and corresponding spelling firmly in students' minds. Even bright students who may know the meanings of words can have problems pronouncing them
correctly if they have not had the benefit of instruction in earlier grades. Here's the strategy
recommended in the following resource:
- Look for word parts at the beginning and end of the word and vowel sounds in the rest of the word,
- Say the parts of the word,
- Say the parts fast, and
- Make it a real word.
A resource to get you started
Archer, A.L., Gleason, M.M., & Vachon, V. (2005). Rewards: Multisyllabic word reading strategies. Longmont, CO: Sopris West.
McEwan, E.K. (2007). Raising reading achievement in middle and high schools. Thousand Oaks, CA: Corwin Press.
Comments and Recommendations1 comment |