Morphological Instruction and Reading Development in Young L2 Readers: A Scoping Review of Causal Relationships

Autor/inn/en	Ke, Sihui; Zhang, Dongbo
Titel	Morphological Instruction and Reading Development in Young L2 Readers: A Scoping Review of Causal Relationships
Quelle	In: Studies in Second Language Learning and Teaching, 11 (2021) 3, S.331-350 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ke, Sihui) ORCID (Zhang, Dongbo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Morphology (Languages); Second Language Learning; Second Language Instruction; Teaching Methods; Vocabulary Development; Metalinguistics; Correlation; Attribution Theory; Research Reports; English (Second Language); Kindergarten; Elementary Secondary Education; Foreign Countries; Reading Skills; Instructional Design; Reading Instruction; Egypt; China; Singapore; United States + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Metalanguage; Metasprache; Korrelation; Research report; Forschungsbericht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Reading skill; Lesefertigkeit; Lesson concept; Lessonplan; Unterrichtsentwurf; Leseunterricht; Ägypten; Singapur; USA
Abstract	This scoping review explores the causal relationship between morphological instruction and reading development in young L2 learners by synthesizing 12 primary studies published between 2004 and 2019 (N = 1,535). These studies focused on reading English as the target language and involved participants between kindergarten and Grade 12 from four countries (China, Egypt, Singapore, and the USA). Findings suggested that (a) morphological instruction led to consistent and positive gains in L2 children's morphological awareness and vocabulary knowledge, and the effect sizes (Cohen's "d"s) ranged from small to large; and (b) the relationship between morphological instruction and other outcomes such as phonological awareness, word reading accuracy, word reading fluency, spelling, and reading comprehension was inconclusive. Notably, transfer effects of L2 English morphological instruction on novel word learning in English or on reading development in an additional language were only examined and observed in four primary studies. Discussion was provided regarding future instructional and research design. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01