Word-study instruction includes all of the following EXCEPT:

Word-study instruction focuses on the understanding and use of words, emphasizing their structure and how they form meaning in written language. It encompasses various strategies that enhance students' capabilities in decoding and comprehending words.

The key components of word-study instruction include sight word instruction, which helps students recognize high-frequency words that they will encounter often in reading; the segmentation, manipulation, and blending of phonemes, which are critical for developing phonemic awareness and improving decoding skills; and the study of syllable patterns, morphology, and rules of orthography, which aids in understanding how words are constructed and the rules governing spelling and pronunciation.

In contrast, repeated reading of connected text is a practice more associated with fluency development than with the specific word-study framework. While repeated reading can enhance overall reading proficiency by improving speed and accuracy, it does not directly involve the breakdown and analysis of word structures or components as is typically the focus in word-study instruction. This distinction highlights why repeated reading of connected text is not considered a part of word-study instruction.