The Effect of a Morphological Awareness Intervention on Early Writing Outcomes

Autor/inn/en	Allen, Abigail A.; Lembke, Erica S.
Titel	The Effect of a Morphological Awareness Intervention on Early Writing Outcomes
Quelle	In: Learning Disability Quarterly, 45 (2022) 2, S.72-84 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allen, Abigail A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948720912414
Schlagwörter	Morphology (Languages); Metalinguistics; Task Analysis; Intervention; Educational Change; Standardized Tests; Pretests Posttests; Spelling; Writing Tests; Instructional Effectiveness; Comparative Analysis; Achievement Gains; Grade 2; Elementary School Students; Grade 3; At Risk Students; Learning Disabilities; Achievement Tests; Screening Tests; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Metalanguage; Metasprache; Aufgabenanalyse; Bildungsreform; Standadised tests; Standardisierter Test; Schreibweise; Writing test; Schreibtest; Unterrichtserfolg; Achievement gain; Leistungssteigerung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Learning handicap; Lernbehinderung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Screening-Verfahren
Abstract	The purpose of this study was to investigate the effect of a morphological awareness intervention on the spelling and writing of second-grade (n = 16) and third-grade (n = 10) students at risk for learning disabilities. The intervention was provided for 25 min per session 4 to 5 times per week for 5 weeks. Students were randomly assigned to the intervention (n = 13) or comparison (n = 13) condition. Students were pre- and posttested using standardized tests of spelling and writing and were progress monitored twice weekly with a curriculum-based measure of writing. Intervention effects were measured using a univariate analysis of covariance (ANCOVA) on each outcome. Growth on the progress monitoring task was measured using hierarchical linear modeling (HLM). Results indicated the intervention did not have a significant effect on outcomes but a moderate positive effect was detected on writing. Practical applications including intervention revisions and feasibility of use are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01