C225 Task 1- Annotated Bibliography PDF

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BEP2: Task 1

Anna Van Winkle January 4, 2019

A Written Project Presented to the Faculty of the Teachers College of Western Governors University

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Education Related Research Topic Research Topic The research topic I have selected is the development of students’ ability to decode multisyllabic words. This topic is of interest to me because I teach second grade and many of my students struggle with decoding multisyllabic words. Relevant Key Words/ Search Phrases 1. Reading Multisyllabic Words 2. Decoding Multisyllabic Words 3. Phonics and Multisyllabic Words 4. Early Reading Development with Multisyllabic Words 5. Decoding Syllables in Early Reading 6. Teaching Phonics 7. Reading Accuracy with Multisyllabic Words Additional Relevant Key Words/ Search Phrases 1. Decoding Syllables 2. Multisyllabic word phonics Explanation of Useful Relevant Keywords/ Search Phrases The first search phrase I used, “Reading Multisyllabic Words,” retrieved six articles that were directly related to the research topic. In fact, the first two articles found with this phrase were articles that continued to show up in subsequent searches. I believe this phrase was the most successful because of its simplicity and specificity. The next four search phrases I used; which include, “Decoding Multisyllabic Words,” “Phonics and Multisyllabic Words,” “Early

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Reading Development with Multisyllabic Words,” and “Decoding Syllables in Early Reading;” all yielded one relevant article each. This brought me to the total of ten articles needed for the annotated bibliography. Although I did not need the additional four search phrases listed, I believe they would have been useful in finding additional articles they introduce new words not previously used such as “teaching” and “accuracy.”

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Annotated Bibliography 1. Bowling, E. C., & Cabell, S. Q. (2015). Concept of Word in Text Development in Emergent Literacy Instruction. Perspectives on Language Learning and Education, 22(3), 110-118. http://dx.doi.org.wgu.idm.oclc.org/10.1044/lle22.3.110 This source is a review article which discusses current research on the development of concept of word in text, introduces a framework for connections between concept of word in text and early literacy skills, and finally provides suggestions for how to best incorporate concept of word in text in literacy instruction. The main purpose of this article, as outlined by the authors, is to help speech-language pathologists (SLPs) and teachers understand concept of word in text and provide multiple ways to easily and effectively incorporate it into instruction. Through their presentation of supporting research, the authors conclude that while it is widely accepted that phonological awareness and print knowledge are effective predictors of later reading abilities, concept of word is an essential part of reading development. They argue that in fact, concept of word is necessary for linking phonological and print knowledge skills. The authors advocate for the inclusion of direct and specific concept of word instruction and assessment for kindergarten students to help provide development and insight into a child’s early literacy skills. This article is relevant to the research topic listed above as the study finds that children with a full concept of word are better able to track memorized text including multisyllabic words quickly and accurately and selfcorrect when needed. A notable strength in this source is its presentation of possible instructional activities to support concept of word in text. The authors not only thoroughly outlined why it is

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important to teach concept of word in text, but also provide real, usable examples of instructional activities teachers and SLPs can take into their classrooms. They also provide information about formal and informal assessments that can be given to aid the teacher or SLP in their implementation of the instructional activities. A weakness of this source is that it lacks actual data and evidence to support the claim that concept of word in text helps to link phonological and print knowledge skills. While cite various other studies and research that supports this idea, they do not provide enough summary or explanation of how this other research was conducted or any interpretation of the findings. 2. Compton, D. L., Appleton, A. C., & Hosp, M. K. (2004). Exploring the Relationship Between Text-Leveling Systems and Reading Accuracy and Fluency in Second-Grade Students Who Are Average and Poor Decoders. Learning Disabilities Research and Practice, 19(3), 176-184. doi:10.1111/j.1540-5826.2004.00102.x This source is a quantitative original research study. The study seeks to explore the relationship between text-leveling systems and reading accuracy. The study uses second grade students split into two groups, low achieving and average achieving, using the Word Identification and Word Attack subtests of the Woodcock Reading Mastery TestsRevised. The authors hypothesized that the leveling systems emphasizing the relative word-recognition difficulties of passages would be more strongly related to text-reading performances in children with poor decoding skills compared to those with average decoding skills. As multisyllabic words are often not considered high frequency words and often are words that present recognition difficulties in passages, this is relevant to the research topic of decoding multisyllabic words.

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The authors describe the purpose of the study as an investigation of the relationship between “different text-leveling systems and reading accuracy and fluency in secondgrade students without decoding difficulties” (Compton, Appleton, & Hosp, 2004). The study found the correlation between the two different readability measures to be relatively low, which reflects important differences in how the Spache and FleschKincaid measures compute readability. The source identifies a significant association between the Flesch-Kincaid and decodability which is due to the average number of syllables per word which contributes to the estimate of readability. Alternatively, the association between the Spache and the decodability was not found to be statistically significant. A strength of this source is its presentation and analysis of the data. The source clearly presents the data in tables and proceeds to carefully analyze the meaning of the data and draw conclusions. A notable weakness of this source is the sample selection and data collection methods. The students participating in the study were not randomly selected and thus do not accurately represent the population. Additionally, fifteen different teachers collected data in their own classrooms which could present issues of the reliability of the data. 3. Duncan, L. G., & Seymour, P. H. (2003). How do children read multisyllabic words? Some preliminary observations. Journal of Research in Reading,26(2), 101-120. doi:10.1111/1467-9817.00190 This source contains three original quantitative research studies that examine how students read multisyllabic words. The first explored the possible influence of bisyllabic

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structure on phonological segmentation. The second explored how much different factors influenced accuracy in reading complex words. The third explored whether the syllabic effects discovered in the first two experiments extended to the reading of nonwords. The purpose of this study, as described by the authors was to “obtain some preliminary information about the way in which English-speaking children approach the task of reading multisyllabic words” (Duncan & Seymour, 2003). First experiment found that explicit awareness of syllabic boundaries changes according to structure and stress assignment. The second experiment finds that the multisyllabic word reading was relatively accurate and the length, spelling complexity, and stress assignment effects were small. This implies that students were likely using whole-word or large-unit strategies to process these multisyllabic words. The third experiment found a much higher error rate for multisyllabic nonwords than real words of comparable structure from experiment 2. Word length also had a large effect on accuracy with nonwords. Thus, students did not approach word and nonword reading in the same way which implicates there is a sequential procedure of some kind involved in decoding of unfamiliar multisyllabic words. A strength of this this source is that it involved three different experiments which provided much more insight than a single experiment. In all three experiments, only fourteen non-randomly selected students were used, which is a clear weakness as the sample is likely not statistically representative of the population. 4. Güldenoglu, B. (2016). The Effects of Syllable-Awareness Skills on the Word-Reading Performances of Students Reading in a Transparent Orthography. International

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Electronic Journal of Elementary Education, 8(3), 425-442. Retrieved January 2, 2019, from https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1096574. This source is an original quantitative research study. The author hypothesized that students would be faster and more accurate when reading real words versus pseudo words; that students with poor syllable awareness skills would process real and pseudo words more slowly and less accurately than students with proficient syllable-awareness skills; and finally that the differences between the two groups would be more prominent in the processing of pseudo words than real words. The study included 90 second-grade students in Turkey, the students were purposefully selected to have similar, average, backgrounds. They were split into groups, poor and proficient syllable awareness skills. The purpose of this source was to identify the effects of students’ syllable-awareness skills on their word-reading performance when reading in a transparent orthography. The results showed that students read the real words faster and more accurately than they read the pseudo words. When decoding pseudo words, the readers must use the phonological decoding strategy rather than the orthographic because they do not have any orthographic background knowledge of these word in their phonological lexicons. Additionally, students which proficient syllable awareness skills processed words faster and more accurately than the students with poor syllable awareness skills. The author concludes that syllable awareness skills clearly have a positive effect on the worddecoding process in transparent orthographies. This source’s main strength is it’s clear, precise explanation of the process, data collection, and analysis used in the study. The explanations were thorough and very

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understandable. There was also a great deal of detail included in the source. A weakness of this source is that it is only addressing transparent orthography (Turkish) so it is hard to extrapolate these data and findings to more opaque orthography, such as English. 5. Heggie, L., & Wade-Woolley, L. (2017). Reading Longer Words: Insights Into Multisyllabic Word Reading. Perspectives of the ASHA Special Interest Groups, 2(1), part 2, 86-94. doi: https://pubs-asha-org.wgu.idm.oclc.org/doi/10.1044/persp2.SIG1.86 The purpose of this review article is to provides insight into multisyllabic word reading by discussing why multisyllabic words are important and challenging and by reviewing several instructional approaches that address multisyllabic word reading. The authors conclude that students who continue to struggle with reading past elementary school may be successful in decoding monosyllabic words but have neither a systematic approach or confidence to preserve when reading multisyllabic words. And because over 90% of words in English are multisyllabic, it is important that this is addressed. The reason, this source suggests, why multisyllabic words are so difficult is because they are longer, contain syllable boundaries, linguistic stress and vowel reduction, vowel pronunciation ambiguities, less predictable grapheme-phoneme correspondences, and morphological complexities. The multisyllabic word reading instructional strategies the authors address are: syllabification, morphology, suffix types, and word stress. They conclude that in order to fill the gaps many students have in regard to reading multisyllabic words, it is important to be flexible and teach a variety of strategies. A strength in this source is that it describes multiple multisyllabic word reading programs and summarizes the direct evidence and data that supports them. A weakness in this

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source is that it does not provide concrete, usable examples of strategies that teachers could use to teach multisyllabic words. The source explains each kind of strategy, but does not provide an example or tool for a teacher to use. 6. Häikiö, T., Bertram, R., & Hyönä, J. (2016). The hyphen as a syllabification cue in reading bisyllabic and multisyllabic words among Finnish 1st and 2nd graders. Reading and Writing, 29(1), 159-182. doi:10.1007/s11145-015-9584-x The purpose of this original quantitative research study was to determine to what extend intersyllabic hyphens affect the word recognition speed of Finnish 1st and 2nd graders. The study first looks at the role of hyphens depending on the number of syllables in the word. Second, they address the proficiency in reading hyphenated words. Third, the source looks at whether hyphens aid in word comprehension despite their slowing of word recognition. And finally, determining whether disruptive hyphenation effects are nothing more than visual perception effects. The first experiment involved twenty three second grade children from one elementary school. This experiment tracked students eye movements while reading words with and without syllabification. The conclusions drawn from the data were that the more syllables a word contained, the more and the longer fixations would occur, and the words containing hyphens resulted in even longer and more frequent fixations than the words without hyphens. The second experiment involved sixteen first grade children from one elementary school. The procedure mirrored experiment 1, except the students read and responded to questions instead of reading statements. The findings drawn from the data

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were that hyphenation did not lengthen first graders gaze durations on bisyllabic words, however hyphenation did not speed up word reading either. This source used two different experiments to test their various hypothesis, which provides a more in-depth understanding of hyphenating multisyllabic words than if they had only executed one experiment. The main weakness in this source is that both experiments did not use a random sampling of students, and had relatively low samples, twenty three and sixteen. 7. Knight-McKenna, M. (2008). Syllable Types: A Strategy for Reading Multisyllabic Words. Teaching Exceptional Children, 40(3), 18-24. Retrieved January 2, 2019, from http://www.cec.sped.org/ The purpose of this review article is to explain why explicit strategy instruction based on the six syllable types is useful for students who are struggling with multisyllabic word reading. In this article, the author synthesizes different research and instructional strategies to create a step-by-step guide for best practices in teaching multisyllabic word reading using syllables. She first introduces the six types of syllables and explains each. She then provides steps for how to teach the syllable types, and provides insight into how to provide students with varying practice with different syllable types. The author concludes by explaining that syllable types is only one of many technique that can help struggling readers, but is one of the more researched and supported strategies currently used. A great strength of this article is that the author provides step-by-step instructions for how to teach the syllable types strategy so that teachers can actually take what they read in the

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article and apply it in the classroom. A weakness of the article is that it focuses on only one instructional strategy to teach multisyllabic word reading. The author could have included more than one strategy and thus provided a deeper analysis and comparison of each. 8. Mason, G., Bérubé, D., Bernhardt, B. M., & Stemberger, J. (2015). Evaluation of multisyllabic word production in Canadian English- or French-speaking children within a non-linear phonological framework. Clinical Linguistics & Phonetics, 29(8-10), 666-685. http://dx.doi.org.wgu.idm.oclc.org/10.3109/02699206.2015.1040894 The purpose of this quantitative original research study was to evaluate multisyllabic word production in Canadian (English or French speaking) children with a non-linear phonological framework. The study used ten non-randomly selected English speaking children and eight non-randomly selected French-speaking children. The study examined six low-frequency English multisyllabic words and six low-frequency multisyllabic words. This is clearly relevant to the research topic as the authors are directly investigating how students produce multisyllabic words. The study concludes that multisyllabic word consonant tally, and multisyllabic word consonant and vowel tallies are useful metrics for the evaluation of multisyllabic words. Through the analysis of the levels of phonological hierarchy and possible lexical effects, subtle distinctions between different productions of a word can be found using multisyllabic word consonant tally and multisyllabic word consonant and vowel tallies. A strength of this study is that it uses a larger study’s concepts and then tests for more specific details thus analyzing the previous data with the new data to form new

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hypotheses. A major weakness of this study is its very small sample sizes (10 English speaking, and 8 French speaking). The subjects were also not randomly selected. 9. Mesmer, H. A., & Lake, K. (2010). The Role of Syllable Awareness and Syllable-Controlled Text in the Development of Finger-Point Reading. Reading Psychology, 31(2), 176-201. doi:10.1080/02702710902754341 The purpose of this original quantitative research study was to explore the amount of influence syllable-controlled text has on the learning of finger-point reading. Another purpose was to examine the degree to which students’ syllable awareness would “contribute to prediction of finger-point reading above letter naming and initial sound awareness” (Mesmer, & Lake, 2010). the influence of syllable-controlled text on learning finger-point reading and the degree to which syllable awareness would contribute to prediction of finger-point reading above letter naming and initial sound awareness. This is relevant to multisyllabic word reading as it is investigating if syllable awareness in multisyllabic words has a positive effect on early reading skill development. This study consisted of 24 students in preschool in the Midwest all enrolled in schooling that did not include concept of word instruction. The students received a directed concept of word intervention that lasted 4 weeks. There was a significant increase in finger-point reading performance for all participants from pre to post tests. The authors also concluded that syllable awareness did predict finger-point reading and additionally, syllable segmentation contributed especially to this skill. A strength of this study was that it included control groups. The use of control groups makes their data much more meaningful. Additionally, the source outlines the

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intervention performed with students in great detail, it would be easy to re-create. As the authors explain, a limitation or weakness of the study was the small sample size, it is also not listed if the sample was randomly selected or not. 10. Wade-Woolley, L. (2016). Prosodic and phonemic awareness in children’s reading of long and short words. Reading and Writing, 29(3), 371-382. doi:10.1007/s11145-015-9600-1 The purpose of this original quantitative research study was to examine how prosodic and ph...