Which syllable type should targeted instruction focus on for a student whose writing sample indicates difficulties with vowel sounds?

Focusing targeted instruction on open syllables is beneficial for a student struggling with vowel sounds because open syllables end with a vowel that is typically long and pronounced clearly. This means that when a syllable ends in a vowel, that vowel sound is often more distinct than in closed syllables, where the vowel sound can be shorter and blended with consonants.

In open syllables, students learn to recognize and articulate vowel sounds in a straightforward manner. This can help improve their phonemic awareness, which is crucial for effective writing and spelling. Since the focus is on vowel sounds, emphasizing open syllables allows the student to practice these long vowel sounds in isolation and in varied contexts, supporting their overall literacy development.

In contrast, closed syllables may not allow enough focus on vowel clarity, as they typically lead to shorter vowel sounds due to the following consonant. Other options, such as consonant clusters and diphthongs, do not directly address the challenges with vowel sounds, as they involve more complexity with combinations of consonants or vowel combinations rather than singular vowel clarity.