School-Based Intervention Idea from


Word Decoding: Tackling Multi-Syllabic Words  (Gleason, Archer, & Colvin, 2002)

The student uses affixes (suffixes and prefixes) and decodable ‘chunks’ to decode multi-syllabic words.

The instructor teaches students to identify the most common prefixes and suffixes present in multi-syllable words, and trains students to readily locate and circle these affixes. The instructor also trains students to segment the remainder of unknown words into chunks, stressing that readers do not need to divide these words into dictionary-perfect syllables. Rather, readers informally break up the word into graphemes (any grouping of letters including one or more vowels that represents a basic sound unit—or grapheme--in English). Readers then decode the mystery word by reading all affixes and graphemes in the order that they appear in that word.


Gleason, M. M., Archer, A. L., & Colvin, G. (2002). Interventions for improving study skills. In M. A. Shinn, H. M. Walker & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp.651-680). Bethesda, MD: National Association of School Psychologists.

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