The Effects of Strategic Morphological Analysis Instruction on the Vocabulary Performance of Secondary Students with and without Disabilities

Autor/inn/en	Harris, Monica L.; Schumaker, Jean B.; Deshler, Donald D.
Titel	The Effects of Strategic Morphological Analysis Instruction on the Vocabulary Performance of Secondary Students with and without Disabilities
Quelle	In: Learning Disability Quarterly, 34 (2011) 1, S.17-33 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
Schlagwörter	High School Students; Learning Disabilities; Morphology (Languages); Vocabulary; Reading Instruction; Reading Strategies; Mnemonics; Instructional Effectiveness + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Learning handicap; Lernbehinderung; Morphology; Morphologie; Wortschatz; Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Mnemotechnik; Unterrichtserfolg
Abstract	This study tested the effects of teaching high school students with learning disabilities (LD) and other students enrolled in general education classes a morphemic analysis strategy for analyzing and predicting the meaning of words. A comparison-group design was used with random assignment of three intact classes to each of two conditions: (a) the Word Mapping condition, where students learned the morphological analysis strategy; and (b) the Vocabulary LINCing condition, where students learned a mnemonic strategy. Three other classes were used to establish a norm for knowledge of targeted words. Students in both strategy groups and students with and without disabilities learned their respective strategy and the meaning of taught words. Word Mapping students with and without disabilities earned higher scores on a test of morphological analysis than students in the other groups. Thus, students were able to learn generative and non-generative vocabulary strategies and could apply a generative strategy to analyze and create meaning for unknown words, an important skill while reading assignments and taking reading tests. (Contains 4 tables and 2 figures.) (As Provided).
Anmerkungen	Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10