How should morphemic elements be taught to struggling readers?

Question

What will be an ideal response?

Answer 1

• Struggling readers should be taught morphemic elements inductively. They should be shown examples of morphemic elements and then guided to derive a meaning for the morpheme. 
• Insofar as possible morphemic elements should be related to what students already know. Encountering an unknown word that contains a morpheme that students know but which they don't recognize, they should be guided to recognize the morpheme. They might be shown a known word that contains the morpheme and prompted to figure out its meaning and then apply that to the unknown word.
• Students should be led to see relationships among morphemes. The prefixes pro and anti might be taught at the same time to highlight their relationship of conveying opposite meanings. 
• Instruction should be systematic and functional. Students should be taught morphemes that will help them decode words that they are now or will soon be encountering.
• Students should have lots of practice applying their skills to their reading materials.
• Skills should be reinforced in all classes. Subject matter teachers should help students use morphemes to better understand and remember subject-matter words.
• Students might be encouraged to bring in examples of word with morphemes and discuss examples of times when they used their morphemic analysis skills, 
• Stress should be placed on using morphemic analysis to read unknown words. Incidental opportunities should be used to review skills by having students analyze unknown words that have popped up in their reading or discussions.