before 'ei', as in the 'reign' of a king or a queen,
and 'eigh', as in 'eight' or 'eighty'.
... and then you go on with rule involving changes in spelling,
for example, the contrast and difference between 'hoping' and 'hopping'.
Next, you teach the common suffixes and
prefixes like 'ness' (as) in 'usefulness',
'un' (as) in 'unnecessary',
're' (as) in 'refill', 'ly' (as) in 'badly'.
These will help the children to segment longer words into more manageable chunks.
And finally, you teach the Greek and Latin elements.
You introduce them like 'tele', 'ology', 'pre', 'ex', etc.
Finally, multisensory methods must be metacognitive, and
I've already mentioned metacognition as a characteristic of the multisensory method.
So, as I said,
metacognition is the ability to make what I would call a 'reflective pause'.
And you should induce your students, when they read a text,
or at other moments, to make that reflective pause,
because we never reach a result and correct answer with magic tricks.
We use progression, we process the information in
certain ways, and we use strategies.
So, metacognition is to induce the children to
be aware of the strategy which work(s).
'When I was tackling that problem last time how did I succeed?' for example,
and the strategy which did not work,
'let's not use that because I failed the last time I use this strategy.'