So when students are getting stuck on a word like natural there, what happens? Why are they getting stuck?

Yeah, that's a great question.

So let me start by talking about what what happens with students.

So in typical development and word reading, kids start with kind of very rudimentary ideas and knowledge about the alphabetic principle and a writing system.

And so they tend to use a very simplistic kind of decoding skills.

And over time, as kids get more experience, learn more through instruction, read more words, they start to develop more... intuitive knowledge of the orthographic phonological links and words and start using larger pieces that people would call chunks and those chunks can be rhyme units they can be syllables they could be morphemes and these are called different grain sizes and as kids get better at reading they are able to use larger grain sizes.

And so sounding out the word natural letter by letter, it's very hard to end up with anything that's close to the word natural.

How can teachers use morphology to support students with these, you know, more, I was going to say more complex words, but I already said that these longer words.