Developing Multisyllabic Decoding and Encoding Skills with Upper Elementary Learners: Reporting Two Cycles of Design-Based Research

The purpose of this study was to develop and evaluate lessons on multisyllabic decoding and encoding with upper elementary students. Participants in this study were third, fourth, and fifth graders in a rural school in the southeast region of the United States. Design-based research was utilized with two cycles of implementation. Students were assessed at baseline, following the first cycle of implementation (and preceding the second cycle), and again after the second cycle using a battery of reading measures. Participants within each cycle received a 45-min daily intervention which included modeling, guided practice, and independent practice across word reading and spelling in isolation and in meaningful texts. Results across cycles indicated increases in students’ word recognition, vocabulary, morphology, and self-efficacy. Implications for research and practice are further discussed.