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- W227153968 abstract "The authors describe the development of an informal syllabication instrument which has been useful in determining strengths and weaknesses of secondary students’ word attack ability. DIVIDE AND CONQUER: SYLLABICATION ASSESSMENT AND OLDER STUDENTS Bernard P. Flor;an; STATE SUPERVISOR OF READING, DOVER, DELAWARE John T. Wolinski SALISBURY STATE COLLEGE, SALISBURY, MARYLAND The teaching of reading, if is to be effective, depends upon skillful assessment in order to determine a student's specific strengths and weaknesses. To make this possible, reading specialists must have at their disposal a variety of formal and informal measures which tap comprehension, vocabulary, rate, and word recognition abilities. However, as Ahrendt (1975) suggested, one of the major problems of the secondary reading specialist is the lack of a variety of standardized and informal diagnostic tests. Because many disabled secondary students lack consistency in applying word attack skills to unfamiliar words, there are occasions in which is necessary to determine these students' ability to use syllabication as an aid for accurate word recognition. Durkin (1976) states that once a context has been scrutinized for possible help with an identification, the next step in attempting to decode a totally unfamiliar word is to consider its likely syllabication. And, in similar fashion, Kottmeyer (1974) has recommended that it is evident that most pupils who do not subsconsciously or intuitively develop their own generalizations will profit from instruction in methods of syllabication. It should be noted that the authors are acutely aware of the present controversy concerning the usefulness of teaching syllabication generalizations (Johnson and Merryman, 1971; Zuck, 1974; Canney and Schreiner, 1977). The position taken here is that, despite their imperfections, certain generalizations can be exceedingly useful aids for students to recognize unfamiliar polysyllabic words, particularly if they are applied judiciously and with flexibility. The primary justification for teaching syllabication generalizations with acceptably high degrees of utility is to provide the reader with additional tools to recognize hundreds of words that fit those patterns, thus giving him valuable tools for working out words independently (Cooper and McGuire, 1973). Most secondary students with minimal reading skills (6th grade and lower) do not have the required repertoire of word attack skills which allow them to attack unfamiliar words and consequently, are" @default.
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- W227153968 date "1981-01-01" @default.
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- W227153968 title "Divide and Conquer: Syllabication Assessment and Older Students." @default.
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