Collecting Words: A Clinical Example of a Morphology-Focused Orthographic Intervention

Autor/inn/en	Murphy, Kimberly A.; Diehm, Emily A.
Titel	Collecting Words: A Clinical Example of a Morphology-Focused Orthographic Intervention
Quelle	In: Language, Speech, and Hearing Services in Schools, 51 (2020) 3, S.544-560 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murphy, Kimberly A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Morphology (Languages); Orthographic Symbols; English; Intervention; Graduate Students; Speech Language Pathology; Allied Health Personnel; Elementary School Students; Phonology; Etymology; Reading Instruction; Spelling Instruction; Reading Difficulties; Instructional Effectiveness; Reading Improvement; Teaching Methods; Language Tests; Timed Tests; Curriculum Based Assessment + Suchen Sie Ihr Suchwort? Morphology; Morphologie; English language; Englisch; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fonologie; Etymologie; Leseunterricht; Orthographieunterricht; Rechtschreibunterricht; Reading difficulty; Leseschwierigkeit; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Language test; Sprachtest
Abstract	Purpose: Morphological interventions promote gains in morphological knowledge and in other oral and written language skills (e.g., phonological awareness, vocabulary, reading, and spelling), yet we have a limited understanding of critical intervention features. In this clinical focus article, we describe a relatively novel approach to teaching morphology that considers its role as the key organizing principle of English orthography. We also present a clinical example of such an intervention delivered during a summer camp at a university speech and hearing clinic. Method: Graduate speech-language pathology students provided a 6-week morphology-focused orthographic intervention to children in first through fourth grade (n = 10) who demonstrated word-level reading and spelling difficulties. The intervention focused children's attention on morphological families, teaching how morphology is interrelated with phonology and etymology in English orthography. Results: Comparing pre- and posttest scores, children demonstrated improvement in reading and/or spelling abilities, with the largest gains observed in spelling affixes within polymorphemic words. Children and their caregivers reacted positively to the intervention. Therefore, data from the camp offer preliminary support for teaching morphology within the context of written words, and the intervention appears to be a feasible approach for simultaneously increasing morphological knowledge, reading, and spelling. Conclusion: Children with word-level reading and spelling difficulties may benefit from a morphology-focused orthographic intervention, such as the one described here. Research on the approach is warranted, and clinicians are encouraged to explore its possible effectiveness in their practice. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01