Effectiveness of Word Solving: Integrating Morphological Problem-Solving within Comprehension Instruction for Middle School Students

Autor/in	Goodwin, Amanda P.
Titel	Effectiveness of Word Solving: Integrating Morphological Problem-Solving within Comprehension Instruction for Middle School Students
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 29 (2016) 1, S.91-116 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-015-9581-0
Schlagwörter	Middle School Students; Reading Comprehension; Reading Instruction; Instructional Effectiveness; Morphology (Languages); Grade 5; Grade 6; Urban Schools; Reading Strategies; Problem Solving; Teaching Methods; Comparative Analysis; Intervention; Multiple Choice Tests; Vocabulary Development; Reading Fluency; Language Minorities; Pretesting; Scores + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Leseverstehen; Leseunterricht; Unterrichtserfolg; Morphology; Morphologie; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Reading strategy; Leselernstufe; Lesetechnik; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Wortschatzarbeit; Sprachminderheit; Vortest
Abstract	This study explores the effectiveness of integrating morphological instruction within comprehension strategy instruction. Participants were 203 students (N = 117 fifth-grade; 86 sixth-grade) from four urban schools who were randomly assigned to the intervention (N = 110; morphological problem-solving within comprehension strategy instruction) or comparison condition (N = 90; comprehension strategy instruction). All students received four thirty-minute small-group guided reading sessions involving comprehension strategy instruction with students in the intervention also learning about morphological problem-solving. Results suggested the intervention versus comparison instruction was moderately more effective at supporting multiple choice and self-perceived vocabulary knowledge (g = 0.41, g = 0.47) and also morphological awareness via generation of morphologically related words (per word g = 0.51; total g = 0.69). No significant differences were noted for other literacy outcomes such as reading comprehension and word reading fluency. Interactions between intervention status and pretest scores for self-perceived vocabulary knowledge and generation of morphologically related words indicated that while the intervention was effective for all, it was particularly helpful for readers with lower pretest scores. An interaction between language background and total number of morphologically related words generated suggested that the intervention was particularly supportive of language minority youth. Implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01