{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,2]],"date-time":"2026-10-02T01:02:33Z","timestamp":1790902953199,"version":"4.1.0"},"reference-count":38,"publisher":"SAGE Publications","issue":"4","license":[{"start":{"date-parts":[[2004,7,1]],"date-time":"2004-07-01T00:00:00Z","timestamp":1088640000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2004,7]]},"abstract":"<jats:p>Adolescents with word-reading skills below grade level were randomly assigned to one of three conditions. Those receiving interventions practiced reading 100 multisyllabic words, either by analyzing graphosyllabic units in the words or by reading the words as unanalyzed wholes. The third group received no special instruction. Posttests revealed that graphosyllabic instruction helped students to decode novel words, remember how to read words with practice, and remember the spellings of words when compared to controls. In contrast, whole-word instruction yielded no benefit on transfer tasks compared to controls. Effects were observed primarily among adolescents reading at a third-grade\u2014equivalent level and less so at a fourth- and fifth-grade\u2014equivalent level. Results are consistent with a connectionist view of word learning and indicate the importance of providing struggling readers with instruction and practice in how to fully analyze the graphosyllabic constituents of words.<\/jats:p>","DOI":"10.1177\/00222194040370040501","type":"journal-article","created":{"date-parts":[[2007,12,14]],"date-time":"2007-12-14T00:52:20Z","timestamp":1197593540000},"page":"331-348","source":"Crossref","is-referenced-by-count":97,"title":["Graphosyllabic Analysis Helps Adolescent Struggling Readers Read and Spell Words"],"prefix":"10.1177","volume":"37","author":[{"given":"Alpana","family":"Bhattacharya","sequence":"first","affiliation":[{"name":"Queens College of the City University of New York,"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Linnea C.","family":"Ehri","sequence":"additional","affiliation":[{"name":"Graduate Center of the City University of New York"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2004,7,1]]},"reference":[{"key":"atypb1","volume-title":"Reading assessment: An instructional decision-making perspective","author":"Baumann, J.","year":"1988"},{"key":"atypb2","volume-title":"Multisensory teaching of basic language skills","author":"Birsh, J.","year":"1999"},{"key":"atypb3","doi-asserted-by":"publisher","DOI":"10.2307\/1511325"},{"key":"atypb4","doi-asserted-by":"publisher","DOI":"10.2307\/747237"},{"key":"atypb5","volume-title":"Stages of reading development","author":"Chall, J.S.","year":"1983"},{"key":"atypb6","doi-asserted-by":"publisher","DOI":"10.1007\/BF02648258"},{"key":"atypb7","first-page":"774","volume":"32","author":"Cunningham, P.","year":"1979","journal-title":"The Reading Teacher"},{"key":"atypb8","doi-asserted-by":"publisher","DOI":"10.1080\/19388078109557596"},{"key":"atypb9","doi-asserted-by":"publisher","DOI":"10.1207\/s1532690xci0103_2"},{"key":"atypb10","unstructured":"Ehri, L. (1980). The development of orthographic images. In U. Frith (Ed.), Cognitive processes in spelling (pp. 311\u2014338). London: Academic Press."},{"key":"atypb11","unstructured":"Ehri, L. (1991). Development of the ability to read words. In R. Barr, M. Kamil, P. Mosenthal, & P. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 383\u2014 417). New York: Longman."},{"key":"atypb12","doi-asserted-by":"crossref","unstructured":"Ehri, L. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. In P. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 107\u2014143). Hillsdale, NJ: Erlbaum.","DOI":"10.4324\/9781351236904-5"},{"key":"atypb13","unstructured":"Ehri, L. (1994). Development of the ability to read words: Update . In R. Ruddell, M. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed.). Newark, DE: International Reading Association."},{"key":"atypb14","unstructured":"Ehri, L. (1997). Learning to read and learning to spell are one and the same, almost. In C. Perfetti, L. Rieben, & M. Fayol (Eds.), Learning to spell: Research, theory and practice across languages (pp. 237\u2014269). Mahwah, NJ: Erlbaum."},{"key":"atypb15","unstructured":"Ehri, L. (1998). Grapheme\u2014phoneme knowledge is essential for learning to read words in English. In J. Metsala & L. Ehri (Eds.), Word recognition in beginning literacy (pp. 3\u201440). 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