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The primary role of syllabification as a foundational to morphological, structural analysis is to ensure recognition of word endings, prefixes, and base words in longer words. Syllabification is a primary communication skill in reading and writing words (Haight, 2022). However, in morphological structural analysis, it is a necessary tool to promote the recognition of various structures of words (Haight, 2022). Understanding base words, word endings, and prefixes make it easy to read and write. In longer words, syllabification helps show the relationship between various sets of word syllables. With the help of syllabification, readers can quickly identify words and build vocabulary (Haight, 2022). The morphological structural analysis seeks to determine how words are formed and their relationship with other words. Syllabification makes the process easy by dividing a longer word into parts that reveal their formation.
Syllabification also provides skills in determining syllable boundaries pronunciation in longer words. The first step to knowing a word’s pronunciation is learning its syllables separately. Longer words could be more challenging to pronounce because they have more syllables. Morphological, structural analysis can only be possible if the analyst lacks syllabification skills (Haight, 2022). Therefore, syllabification offers the analysis with skills to separate word syllables and learn their formation and meaning. Syllabification allows the word analyst to understand the freedom and restrictions of word formation by identifying various components of a word (Haight, 2022). The analyst learns the pronunciation and meaning of words upon removing or adding more syllables, either as prefixes or ending words (Haight, 2022). Indeed, more readers understand the importance of a word by stripping it down off these elements. Therefore, syllabification makes it easy by offering the necessary skills in morphologically structural analysis.
Reference
Haight, C. M. (2022). Sounds, syllables, and spellings: The case for a morphophonemic approach to word learning. The Reading Professor, 45(1), 5. Web.
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