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Autor/inn/en | Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Kristensen, Jarl Kleppe; Gustafsson, Jan-Eric; Lyster, Solveig-Alma Halaas; Snow, Catherine; Hulme, Charles; Mononen, Riikka-Maija; Naess, Kari-Anne B.; López-Pedersen, Anita; Wie, Ona Bø; Hagtvet, Bente |
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Titel | App-Based Morphological Training Produces Lasting Effects on Word Knowledge in Primary School Children: A Randomized Controlled Trial |
Quelle | In: Journal of Educational Psychology, 114 (2022) 4, S.833-854 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Torkildsen, Janne von Koss) ORCID (Bratlie, Siri Steffensen) ORCID (Kristensen, Jarl Kleppe) ORCID (Gustafsson, Jan-Eric) ORCID (Lyster, Solveig-Alma Halaas) ORCID (Snow, Catherine) ORCID (Hulme, Charles) ORCID (Naess, Kari-Anne B.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
DOI | 10.1037/edu0000688 |
Schlagwörter | Morphemes; Morphology (Languages); Language Processing; Teaching Methods; Comparative Analysis; Elementary School Students; Grade 2; Foreign Countries; Computer Software; Linguistic Input; Reading Tests; Literacy; Children; Intelligence Tests; Language Skills; Reading Skills; Instructional Effectiveness; Norwegian; Norway; Test of Word Reading Efficiency; Wechsler Intelligence Scale for Children Morphem; Morphology; Morphologie; Sprachverarbeitung; Teaching method; Lehrmethode; Unterrichtsmethode; School year 02; 2. Schuljahr; Schuljahr 02; Ausland; Sprachbildung; Lesetest; Alphabetisierung; Schreib- und Lesefähigkeit; Child; Kind; Kinder; Intelligence test; Intelligenztest; Language skill; Sprachkompetenz; Reading skill; Lesefertigkeit; Unterrichtserfolg; Norwegisch; Norwegen |
Abstract | Morphemes, the smallest meaning-bearing units of language, recur in many words. Therefore, morphological knowledge can facilitate the comprehension of novel words. This study tested the effectiveness of a morphological training program on children's learning and retention of exposed words and morphologically related unexposed words compared with an active control condition. Norwegian second graders (N = 717) unselected for ability were individually randomized to either a morphological (n = 366) or a mathematical training program (n = 351). Both programs lasted for 8 weeks and were delivered as self-contained apps in a classroom setting. The morphological training built on the principle that frequency of target elements together with variation of nontarget elements can support implicit learning. Treatment-blind examiners assessed participants' meaning-based knowledge (word comprehension and definitions) and code-based knowledge (word reading fluency and spelling) at pretraining, immediately post training, and at follow-up 6 months later. An intention-to-treat analysis showed lasting effects of the morphological training on meaning-based knowledge of exposed words (posttest: d = 0.37; follow-up: d = 0.31) and unexposed words containing trained morphemes (posttest: d = 0.27; follow-up: d = 0.27) and code-based knowledge of exposed words (posttest: d = 0.22; follow-up: d = 0.13). For code-based knowledge of unexposed words, there were significant training effects at the posttest (d = 0.12) but not follow-up (d = 0.05). There were no significant effects on a far-transfer measure of general vocabulary. These results demonstrate that a brief morphological training program can produce lasting and educationally meaningful gains in students' word knowledge. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |