Recipes for Reading: Syllables and Morphology

Master List of Morphemes

Morphological Awareness: K-3, 4-5, 6-and up

Morphology Toolkit

POSSUM approach to Vocabulary

From Decoding to Meaning

Syllable and Morphology Instruction Look For Checklist

Scaffolding for Morphology

Recipes for Reading

Syllable Types

Building Blocks for Reading

syllables and morphology

Decoding to Meaning

Morphology Toolkit

Fully developed between ages 25-30

Fully developed around age 25

Fully developed around age 20

Fully developed between ages 11-13 (around puberty)

Sedita, J. (2020, April 8). How the brain learns to read. Keys to Literacy. Retrieved May 4, 2023, from https://keystoliteracy.com/blog/how-the-brain-learns-to-read/

The Structured Literacy Framework was developed through research conducted by the International Dyslexia Association. The Science of Reading (click here to learn more) is the basis of that research. The Science of Reading goes into depth explaining the research that has gone into what occurs in the brain during reading. It has been discovered that learners with reading disabilities need even more explicit instruction (multi-modal) to devel op the neuropathways necessary to make reading an efficient process.

Background Knowledge

Cooking Times

"Typical" StagEs of reading

Reading Rockets. “Typical Reading Development | Reading Rockets.” Www.readingrockets.org, 2024, www.readingrockets.org/reading-101/how-children-learn-read/typical-reading-development.

04

Grade Two: consolidated alphabetic

03

Grade One: Full alphabetic

02

Kindergarten: Partial Alphabetic

01

Pre-K: Pre-alphabetic

Skills:

• Decoding Skills:
• Typical readers can decode a wide range of one-syllable, phonetically regular words, including:
• Closed syllables (e.g., man, fish, block, stamp)
• Silent e (e.g., like, same, spoke)
• Open syllables (e.g., no, go, be, cry, by)
• Vowel r (e.g., car, star, her, shirt)
• Vowel combinations (e.g., tree, stay, broom)
• Automatic Word Recognition:
• Some common words are recognized automatically, no need todecode (i.e., "sounding out").
• Learners may still need to apply decoding strategies to many words (longer/less common words)
• Full Alphabetic Stage:
• This phase is called full alphabetic (Ehri, 2005), where children typically attend to all phonetic cues in a word.
• Spelling and Context Dependence:
• Spelling Development:
• Misspellings become more recognizable, as children attempt to represent all sounds in a word (e.g., garbij for garbage).
• Oral vs. Reading Comprehension:
• Oral language comprehension still exceeds reading comprehension at this stage due to limited word-recognition skills.

Skills:

• Decoding Skills:
• Long Words: Children can increasingly decode unfamiliar long words, including:
• Consonant-le words (e.g., stable, marble, needle).
• Phonetically regular two-syllable words (e.g., basement, invite, mistake).
• Some multi-syllable words (especially those in their oral vocabularies, e.g., butterfly, potato, remember).
• Consolidated Alphabetic Stage:
• Letter Patterns: Children begin to consolidate common letter patterns (e.g., prefixes, suffixes) to enhance word reading efficiency.
• This helps make reading more automatic and faster.
• Fluency Development: This stage marks rapid fluency development in reading texts, typically continuing into Grade 3.

Spelling and Word Recognition:

• Improved Spelling: Children’s growing knowledge of common letter patterns is reflected in their improved spelling of words.

• Pre-alphabetic stage: Many young children do not yet understand the alphabetic principle and do not grasp that printed words need to be "decoded" by recognizing letters and patterns. Example: A four-year-old may recognize the word stop on a stop sign because of its shape but not on an index card.
• Print concepts: Some preschoolers, particularly those ages 3 to 5, may recognize letters in their names and understand basic print concepts, such as identifying the front and back of a book, and knowing that it’s the print, not the pictures, that is read.
• Phonological awareness: At this stage, children often have basic phonological awareness, like the ability to rhyme or enjoy tongue-twisters.
• Exposure to literacy: Frequent exposure to literacy, such as read-alouds by parents or teachers, can help children at this stage develop these skills more effectively.

Skills

• Letter recognition: Typical children can recognize all or nearly all letters (upper and lower case).
• Letter sounds: They can name letters and provide sounds for them, especially consonants.
• Short vowel sounds: They may know some short vowel sounds, particularly if taught in the curriculum.
• Decoding CVC words: Children may begin decoding simple CVC (consonant-vowel-consonant) words, like man, sit, hop, if explicitly taught.

Partial Alphabetic Stage:

• Limited letter pattern knowledge: They may lack knowledge of common letter patterns (e.g., ar, ee, oo, oa, igh, tch).
• Word confusion: Children may confuse similarly spelled words, such as boat/boot or meet/met. Decoding reliance: They often rely on the first and last letters of a word, instead of decoding all letters.
• Partial alphabetic term: because children rely on partial phonics cues.

Oral language vs. reading comprehension: Children’s oral language comprehension is much stronger than their reading comprehension because of limited word recognition skills.