Why Syllables Still Matter—But Not the Way You Think

Syllables are foundational units of language, but teaching them effectively isn’t as straightforward as once thought. Educators often debate how much time and emphasis to place on syllable division rules. The team emphasizes that:

• Syllable knowledge helps decoding and spelling but should be used as a scaffold, not a rigid framework.
• Labels like “closed syllable” or “open syllable” may help teachers, but might not always benefit young learners.
• For struggling readers, especially those with dyslexia, having a clear, systematic strategy can reduce cognitive overload and improve confidence.

The Research Behind the Conversation

Central to this discussion is Dr. Devin Kearns’ work on syllable division, particularly his findings on the reliability of syllable patterns:

• VCCV (vowel-consonant-consonant-vowel) patterns are generally reliable for syllable division.
• VCV (vowel-consonant-vowel) patterns, however, are much less consistent and may not be worth the instructional time required.

Read the key articles mentioned:

• On Eating Elephants and Teaching Syllabication” by Tim Shanahan
• Does English Have Useful Syllable Division Patterns? by Devin Kearns (2020)

When and How to Teach Syllable Division

The hosts discuss the value of teaching procedural strategies—such as Reading Horizons‘ “One will run” approach—for initial decoding, especially for learners who need a step-by-step guide.

However, they caution against:

• Spending too much instructional time on rigid rules.
• Overloading students with terminology (e.g., macron, breve, vowel team).
• Neglecting morphological instruction as students advance into more complex, multisyllabic words.

Embracing Flexibility and Morphology

As students grow, flexibility in decoding becomes crucial. Instead of relying solely on syllable division, educators should help students:

• Flex vowel sounds when initial attempts don’t yield recognizable words.
• Use morphemic strategies, especially when decoding Latin- and Greek-based words.
• Build orthographic mapping by connecting phonology, spelling, and meaning.

One example mentioned was the REWARDS program by Dr. Anita Archer, which teaches students to decode using prefixes, suffixes, and base words—a powerful approach for older or struggling readers.

Practical Takeaways for Teachers

1. Start with what’s most common: Focus on open and closed syllables, which make up ~75% of syllables in English.
2. Teach strategies, not just rules: Provide students with flexible tools to decode unfamiliar words.
3. Don’t skip meaning: Integrate vocabulary and comprehension by connecting spoken language to print.
4. Use scaffolds where needed: Systems like marking syllables or underlining morphemes can support early learning.
5. Adjust for your learners: What works for first graders may differ from what works for students with dyslexia or English learners.

Additional Resources Mentioned

• Unlocking Literacy by Marcia Henry
• Literacy Talks, past episodes

Final Thoughts

The episode encourages educators to stay open, flexible, and research-informed. As Lindsay says, “Don’t get too married to one approach.” Whether you’re working with early readers or supporting struggling older students, syllable instruction can—and should—evolve with both science and student needs.

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