Intensive Intervention Practice Guide: Explicit Morphology Instruction to Improve Overall Literacy Skills in Secondary Students

Autor/inn/en	Hennenfent, Lauren; Johnson, Lindy J.; Novelli, Christina; Sharkey, Erin
Institution	Office of Special Education Programs (OSEP) (ED/OSERS); National Center for Leadership in Intensive Intervention (NCLII)
Titel	Intensive Intervention Practice Guide: Explicit Morphology Instruction to Improve Overall Literacy Skills in Secondary Students
Quelle	(2022), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Morphology (Languages); Literacy; Secondary School Students; Reading Skills; Spelling; Vocabulary Development; Reading Comprehension; Morphemes; Word Recognition; Dyslexia; Students with Disabilities; Family Role; Educational Research; Direct Instruction; Word Lists; Bilingual Students + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Morphology; Morphologie; Alphabetisierung; Schreib- und Lesefähigkeit; Sekundarschüler; Reading skill; Lesefertigkeit; Schreibweise; Wortschatzarbeit; Leseverstehen; Morphem; Worterkennung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsforschung; Pädagogische Forschung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Wortliste
Abstract	The purpose of morphology instruction is to: (1) support accurate and fluent polysyllabic (poly = more than one) reading; (2) improve spelling of polysyllabic words; and (3) aid vocabulary development and reading comprehension. Thus, instruction needs to move from part (morphemes) to whole (polysyllabic words). This guide includes information about teaching students about morphemes for the purpose of improving students' word recognition and spelling skills. Students need to learn the meaning of parts of words and be able to read those parts to develop quality word recognition. It is intended for students with dyslexia who have a word-reading disability; therefore, instruction in morphology is beneficial (Austin et al., 2022). Further, research on children with dyslexia suggests older children exhibit problems based more in morphology than in phonology (Champion, 1997); thus, explicit instruction in morphology is recommended (Casalis et al., 2004). In addition, students with speech and language impairment are at-risk for literacy difficulties; thus, morphological instruction is advantageous (McLeod & Apel, 2015; Wolter & Green, 2013). Morphology instruction also supports bilingual learners to see similar word parts across different words (Crosson et al., 2018; Keiffer & DiFelice, 2013). (ERIC).
Anmerkungen	Office of Special Education Programs, US Department of Education. 400 Maryland Avenue SW, Washington, DC 20202. Tel: 202-245-7459; Web site: https://www.ed.gov/category/keyword/office-special-education-programs-osep
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01