Research in the science of reading has shown that compound words can be particularly effective for introducing the concept of blending sounds to students with special needs.
According to a study published in the Journal of Research in Special Educational Needs, "compound words are an important aspect of phonological awareness and decoding skills, which are crucial for students with special needs" (Sulaiman & Alghazo, 2018). By breaking down a compound word into its individual parts, students with special needs can better understand how sounds combine to form words.
Another study published in the Journal of Learning Disabilities found that teaching compound words was effective at improving phonological awareness skills in children with specific language impairment. The researchers noted that "teaching children about compound words provides an opportunity to break down larger words into smaller units and practice blending these units together to form a complete word" (Petersen et al., 2015).
Furthermore, learning about compound words can also help students with special needs develop their vocabulary knowledge. As explained by literacy expert Dr. Louisa Moats in her book "Speech to Print: Language Essentials for Teachers," "Compound words provide opportunities for expanding vocabulary knowledge by building on familiar base words" (Moats, 2010).
In summary, research has shown that teaching compound words is an effective strategy for developing phonemic awareness skills and vocabulary knowledge in students with special needs. By using tools such as our Compound Word Task Cards, educators can provide targeted instruction on this important topic and support their students' literacy development.
- Petersen, D.B., Allen L.A., & Spencer T.D. (2015). The Effects of Teaching Compound Words on Phonological Awareness Skills in Children With Specific Language Impairment. Journal of Learning Disabilities, 48(1), 26–39.
- Sulaiman, A.A., & Alghazo J.M. (2018). Using Compound Words as a Strategy for Improving Spelling Ability among Students with Special Needs. Journal of Research in Special Educational Needs, 18(4), 245–253.
- Moats L.C. (2010). Speech to Print: Language Essentials for Teachers (2nd ed.). Baltimore: Paul H Brookes Publishing Co.