This is what many students feel when they are faced with multisyllabic words. Without a strategy for decoding a longer word, students will generally not make an attempt to break these words apart.
Here is a link to a great article written by Mary Knight McKenna and published in TEACHING Exceptional Children, vol 40, No.3, pp. 18-24.
In this article you will find some really helpful strategies for providing explicit instruction for students having difficulty learning to decode and read longer, more difficult words.