Below is a sample of the Syllabication section of the Cracking the ABC Code Multisensory Reading Program Level 2 


The ability to quickly and accurately break words into syllables is a key component of proficient reading (see Diliberto,  Beattie,  Flowers  &  Algozzine, 2009).

  • This section introduces students to a simplified method for breaking words into syllables.
  • Nonsense words are used to give students practice in the skill of rapidly breaking words into syllables and recognizing graphemes.
  • As a result, students are better able to rapidly and accurately decode unfamiliar words.
  • In contrast, if real words are used, students tend to rely on their visual memory of the total word rather than the smaller components within the word.
  • As each word is unique, no transference to unknown words is possible.

1. Each nonsense word is composed of the grapheme from the previous week plus graphemes from previous units.

  • This constant exposure to the graphemes in different contexts further reinforces the learning and retention of sound-symbol relationships.

2. Students are to read one column each day.

  • The first 3 words of column 1 and 2 have already been syllabified.
  • Students are to draw in the syllabification line for the remainder of the words in these columns.
  • It is important that students decode and read each syllable before drawing in the next line.
  • Column 3 contains the same words as column 1 and column 4 contains the same words as column 2.
  • In columns 3 and 4, students attempt to mentally break the words into syllables (without drawing the line), ensuring there is a definite break between each syllable.
  • If students have difficulty, allow them to draw in as many syllable lines as necessary.

3. Each column contains two real words which students attempt to locate.

  • On the 5th day, students reread the last column attempting to blend the syllables smoothly into a word.
  • This may require several steps: working out the syllable, blending the sounds represented by each of the letter(s) into a syllable and then blending the syllables.
  • Students may also require several attempts to successful read the word smoothly.


Diliberto, J.,  Beattie, J., Flowers, C., &  Algozzine, R. (2009). Effects of teaching syllable skills instruction on reading achievement in struggling middle school readers. Literacy Research and Instruction, 48,14-28.

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Multisensory Reading Program Level 2A (Australian Version)

Multisensory Reading Program Level 2A (Australian Version)

Blank template Learn to Read books

Multisensory Spelling Reading 2A (Australian Version)

Multisensory Spelling High Frequency Words (Australian)


Editing Level 1

Level 2 Phonic Bingo


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