the general education classroom (Duncan & Seymour, 2003;Wade-Woolley, 2016;).
According to Klee et al, There are hopeful programs that are exploring the use of multiple methods,
such as the REWARDS program which “focused specifically on teaching children how to decode these
difficult, multi-syllabic words through generalization”. With the REWARDS program, the ultimate
goal, is to teach students a “flexible strategy for decoding long words that is both effective and
efficient”. The REWARDS program carrys out a mix of both syllabification and morphology due to its
ability of breaking apart the syllables with vowel sounds and also uses the affixes and root words to
chunk the word. Despite this information, this article was strictly a case study, and was only focused on
one student’s experience with the program . To have a more accurate idea of the benefits of the
program, further research would be necessary and beneficial in determine the significance and
effectiveness of this program with a larger sample of students (Klee, et al., 2015).
Through out my detailed search of literature on reading multi-syllabic words, it has been found how
important it is that teachers need more programs, resources, and strategies to effectively teach these
Students need to have the ability to read these challenging, multi-syllabic words in order
to read fluently and confidently. Although there are numerous strategies, programs and informative
studies about this topic there is no exact best way on how to successfully teach multi-syllabic word
The idea of increasing student exposure to multi-syllabic words at a young age is no doubt a
beneficial strategy to aid their development, but is also not a stand-alone strategy to successfully and
effectively teach students how to read and decode the more challenging, lengthier multi-syllabic words.
Teachers and students require resources and tools that they can use to help them decode these words.
Syllable awareness and syllabification has also presented effective results, but has
but also has gathered a decent amount of
criticism due to the ambiguity of syllable
boundaries in the English language. Prosody and prosodic awareness has also been
proposed as a helpful way of assisting in the teaching of multi-syllabic word reading, but has very little
in research and studies and has not been determined thorough enough to be the one instructional
strategy for teachers and students. Lastly, there is
morphology, which has gathered the strongest
defense and reputation holding the most evidence to defend its success in having the best effect on
learning multi-syllabic word reading. This strategy not only helps students learn to blend words, but it
also helps students learn to comprehend the words by teaching them the meanings of affixes and the