What is the first step Mrs. Jamison should take to teach structural analysis for better word attack skills?

The initial step that Mrs. Jamison should take to teach structural analysis, which contributes to improved word attack skills, is to develop recognition of prefixes and suffixes. This approach is foundational because understanding the components of words, including their prefixes (the beginnings) and suffixes (the endings), equips students with the tools to analyze unfamiliar words effectively.

When students learn to identify common prefixes and suffixes, they can break down complex words into manageable parts, which aids in deciphering meanings and improving their decoding abilities. For instance, if a student knows that "un-" typically indicates negation and "-able" denotes capability, they can deduce that "uncomfortable" means not comfortable. This type of structural analysis enhances vocabulary knowledge, facilitates reading fluency, and ultimately supports better comprehension.

In contrast, while improving reading speed, providing dictation exercises, or focusing solely on comprehension are valuable instructional strategies, they do not directly target the immediate skill of breaking down and understanding word structures. Fostering an understanding of word components is essential before advancing to those other areas.