For students struggling with word generation using prefixes, which strategy would support their structural analysis?

Allowing students to choose their own words is a valuable strategy for supporting structural analysis, particularly for those who struggle with word generation using prefixes. This approach encourages student engagement and ownership of their learning process. When students select words that they are interested in, they are more likely to invest time and effort into understanding the prefixes and how they modify the meanings of root words. This intrinsic motivation can lead to deeper learning, as they actively analyze and articulate the relationships between prefixes and their corresponding words.

Moreover, choosing their own words provides opportunities for personal connections and contextual learning, which can enhance retention and understanding. Students may be more inclined to experiment with different prefixes when they feel a connection to the words they are using, facilitating a richer exploration of language structure.

The other strategies—emphasizing orthographic guidelines, using a modeled matrix for guidance, and focusing solely on suffix application—can be helpful in their own rights, but they may not directly address the need for personal engagement and autonomy in learning about prefixes, which is crucial for those who are struggling.