The Effects of Morphology and Syllabication Instruction on Struggling Middle School Readers

Date of Award

Fall 12-20-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Michael Coquyt



The purpose of this study was to determine if direct instruction of multisyllabic word identification and morphology would increase a student’s ability to decode words with multiple syllables and determine their meaning. The study included students who were at risk because they lacked the word attack skills needed for the challenges of reading and understanding middle and high school academic vocabulary as determined by standardized fluency tests, and teacher-created vocabulary tests. The Reading Excellence: Word Attack & Rate Development Strategies (REWARDS) intervention was used with fidelity as curriculum. Data collected from progress monitoring the subjects was used to determine the effectiveness of this direct instruction.

Abstract only: No full text available.