What strategy would best support students with learning disabilities in developing structural analysis skills?

The choice to start with a two-box matrix of common inflections is particularly effective for supporting students with learning disabilities in developing structural analysis skills. This approach provides a clear and organized framework that allows students to visually distinguish between different grammatical categories and the affixes associated with them.

By using a two-box matrix, students can categorize and compare how different inflections alter the base words. This visual representation aids in comprehension and retention, which is crucial for students who may struggle with abstract concepts. Such a structured approach builds a strong foundational understanding of how word forms change in various contexts, thereby enhancing students' ability to decode and comprehend complex words independently.

In contrast, using advanced morphemic structures may overwhelm students who are still grappling with basic concepts, while encouraging free word generation lacks the focus and structure that is beneficial for developing specific skills. Focusing solely on prefixes limits the scope of structural analysis, as it disregards the importance of understanding both prefixes and suffixes in word formation. Thus, the two-box matrix method is the most supportive and effective strategy for these learners.