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Multisyllabic Word Reading Interventions for Grades 4-9 Students

Date added: June 12, 2025

A systematic review of studies published between 2008 and 2024.

Abstract

At present, no published review of reading intervention studies has focused specifically on multisyllabic word reading interventions for adolescent students. The present systematic review included multisyllabic word reading intervention studies published between 2008 and 2024 with participants in grades four through nine. Eight randomized controlled trials, four quasi-experimental studies, and two single-case design studies met criteria for inclusion. Findings revealed significant positive effects on word reading for interventions that combined word reading and word meaning instruction and those that implemented explicit word study instruction in grapheme-phoneme correspondences and letter combinations as well as syllabication and morphemic analysis.

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evidence snapshots

Evidence Snapshot for Parents and Caregivers

Multisyllabic Reading, Grades 4-9

Success with reading longer words takes time, practice, and support outside the classroom.

Evidence Snapshot for Educator Preparation Providers

Multisyllabic Reading, Grades 4-9

Targeted instruction in multisyllabic word reading should be emphasized in teacher preparation.

Evidence Snapshot for Education and Civic Leaders

Multisyllabic Reading, Grades 4-9

Adolescent literacy instruction demands a district-supported approach to multisyllabic word reading.

Evidence Snapshot for Educators

Multisyllabic Reading, Grades 4-9

Decoding and understanding complex texts and multisyllabic words is critical for adolescent readers.

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