According to Callella, Williams and Rous (2004) research recommends teaching students the parts of the words since increasing and developing a students’ terminology will improve his or her general reading comprehension. The national ethics necessitate that students use their knowledge of prefixes and suffixes to resolve the significance of words and that they use their acquired skills to derive words and establish the meaning of words that are unknown in a passage.
All words are made up of prefixes and suffixes and they are very meaningful pieces of words that a student reads. This helps them in understanding the text since it has been broken down for them. For that reason the students need to learn how to breakdown meaningful parts of unknown words to avoid skipping them as they read. By teaching the students the meaning of prefixes and suffixes and how to break them down they will learn how to comprehend multisyllabic words not just interpret them. The most important thing to keep in mind is evaluation. Students will tend to over learn the prefixes and suffixes in order for them to become a succeeding nature to them. Students also become increasingly more confident in their ability to comprehend large words as they become more comfortable in breaking down the words and defining those parts of the words. The best result out of these teachings is that students start using the vocabulary words that they are taught in orals and writing.The key remedy is to slot in ongoing reviews and games into the curriculum. According to Purmensky (2009) accent is one part of the dialect.
There is no particular dialect that is easier since people are different and come from different cultures and regions. Lenski and Verbruggen (2010) argue that standard English is the dialect commonly used in academic writing and that it is a collection of socially preferred dialects from various parts of the United States and other English speaking nations.EELS often acquire features of English that enable them to relate with their peers. The dialect that students learn from their peers vary among regions and social groups and the dialect that students use may not be a written language ,but all dialects follow a set of laws. Koenig and Holbrook (2000) say that diagnostic teaching is one of the most effective teachings for monitoring efficiency. It involves effective instructions and assessment which should not be separated, evaluating the student’s learning on individual basis and the teacher should engage in problem solving techniques to explore an individual student needs.
Kendall and Khuon (2006) states that in order for young children to understand better the teacher should put and follow keenly the following processes, one the teacher should start by establishing a connection with the young ones and the purpose of this is to monitor precision and the impact of their work. The teacher in this case can provide a variety of sample books with simple pictures which are easy to understand.
The teacher should also give information and explain to the kids what they are supposed to do and this they can actively manage and coordinate. The teacher should also actively involve the kids by use of simple processes like brainstorming, discussing and consulting with the teacher, they can also share a story with others to help in revision and rewriting they can also write a sketch inclusive of illustrations.After that the teacher can have the kids read stories others while listening and responding.
References
Callella, T.Williams, C. & Rous, S. (2004). Prefixes and Suffixes: Teaching Vocabulary to Improve Reading Comprehension.Anaheim, CA: Creative Teaching Press.
Kendall, J. & Khuon, O. (2006). Writing sense: integrated reading and writing lessons for English language learners, K-8.Portland, ME: Stenhouse Publishers.
Koenig, A, J & Holbrook,M.C. (2000).Foundations of Education: Instructional strategies for teaching children and youths with visual impairments. New York: American Foundation for the Blind.
Lenski S. & Verbruggen, F. (2010).Writing Instruction and Assessment for English Language Learners K-8. New York: Guilford Press.
Purmensky, K.L (2009).Service-learning for diverse communities: critical pedagogy and mentoring English language learners. Charlotte, NC: IAP.