Middle School Learners' Use of Latin Roots to Infer the Meaning of Unfamiliar Words

Autor/inn/en	Crosson, Amy C.; McKeown, Margaret G.
Titel	Middle School Learners' Use of Latin Roots to Infer the Meaning of Unfamiliar Words
Quelle	34 (2016) 2, S.148-171 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/07370008.2016.1145121
Schlagwörter	Middle School Students; Metalinguistics; Latin; Inferences; Familiarity; Word Recognition; Morphology (Languages); Grade 6; Grade 7; Problem Solving; Intervention; Correlation; Semantics; Etymology; Memory; Experimental Groups; Control Groups; Student Evaluation; Evaluation Methods; Coding; Reading Comprehension; Qualitative Research; Reading Tests; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Metalanguage; Metasprache; Latein; Inference; Inferenz; Worterkennung; Morphology; Morphologie; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Problemlösen; Korrelation; Semantik; Etymologie; Gedächtnis; Schulnote; Studentische Bewertung; Codierung; Programmierung; Leseverstehen; Qualitative Forschung; Lesetest
Abstract	This study investigated how middle school students leverage information about bound Latin roots (e.g., voc in "advocate" and "vociferous") to infer meanings of unfamiliar words, and how instruction may facilitate morphological analysis using roots. A dynamic assessment of morphological analysis was administered to 29 sixth graders (n = 17 intervention students) and 30 seventh graders (n = 18 intervention students). Qualitative analyses of analytic strategies revealed patterns of morphological problem solving that included "direct" (i.e., direct application of roots to analyze unfamiliar words) and "indirect routes" (i.e., use of known words that carry the roots to analyze unfamiliar words). Intervention students applied a direct route at higher rates than control students. Correlational analyses revealed a small but significant treatment effect on establishing meaning memory representations for roots and a significant, positive treatment effect for use of roots to infer unfamiliar word meanings. Overall results show promise for use of bound Latin roots for morphological problem solving. [This article was published in "Cognition and Instruction" (EJ1093957).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01