App-Based Morphological Training Produces Lasting Effects on Word Knowledge in Primary School Children: A Randomized Controlled Trial

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Autor/inn/en	Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Kristensen, Jarl Kleppe; Gustafsson, Jan-Eric; Lyster, Solveig-Alma Halaas; Snow, Catherine; Hulme, Charles; Mononen, Riikka-Maija; Naess, Kari-Anne B.; López-Pedersen, Anita; Wie, Ona Bø; Hagtvet, Bente
Titel	App-Based Morphological Training Produces Lasting Effects on Word Knowledge in Primary School Children: A Randomized Controlled Trial
Quelle	In: Journal of Educational Psychology, 114 (2022) 4, S.833-854 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Torkildsen, Janne von Koss) ORCID (Bratlie, Siri Steffensen) ORCID (Kristensen, Jarl Kleppe) ORCID (Gustafsson, Jan-Eric) ORCID (Lyster, Solveig-Alma Halaas) ORCID (Snow, Catherine) ORCID (Hulme, Charles) ORCID (Naess, Kari-Anne B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000688
Schlagwörter	Morphemes; Morphology (Languages); Language Processing; Teaching Methods; Comparative Analysis; Elementary School Students; Grade 2; Foreign Countries; Computer Software; Linguistic Input; Reading Tests; Literacy; Children; Intelligence Tests; Language Skills; Reading Skills; Instructional Effectiveness; Norwegian; Norway; Test of Word Reading Efficiency; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Morphem; Morphology; Morphologie; Sprachverarbeitung; Teaching method; Lehrmethode; Unterrichtsmethode; School year 02; 2. Schuljahr; Schuljahr 02; Ausland; Sprachbildung; Lesetest; Alphabetisierung; Schreib- und Lesefähigkeit; Child; Kind; Kinder; Intelligence test; Intelligenztest; Language skill; Sprachkompetenz; Reading skill; Lesefertigkeit; Unterrichtserfolg; Norwegisch; Norwegen
Abstract	Morphemes, the smallest meaning-bearing units of language, recur in many words. Therefore, morphological knowledge can facilitate the comprehension of novel words. This study tested the effectiveness of a morphological training program on children's learning and retention of exposed words and morphologically related unexposed words compared with an active control condition. Norwegian second graders (N = 717) unselected for ability were individually randomized to either a morphological (n = 366) or a mathematical training program (n = 351). Both programs lasted for 8 weeks and were delivered as self-contained apps in a classroom setting. The morphological training built on the principle that frequency of target elements together with variation of nontarget elements can support implicit learning. Treatment-blind examiners assessed participants' meaning-based knowledge (word comprehension and definitions) and code-based knowledge (word reading fluency and spelling) at pretraining, immediately post training, and at follow-up 6 months later. An intention-to-treat analysis showed lasting effects of the morphological training on meaning-based knowledge of exposed words (posttest: d = 0.37; follow-up: d = 0.31) and unexposed words containing trained morphemes (posttest: d = 0.27; follow-up: d = 0.27) and code-based knowledge of exposed words (posttest: d = 0.22; follow-up: d = 0.13). For code-based knowledge of unexposed words, there were significant training effects at the posttest (d = 0.12) but not follow-up (d = 0.05). There were no significant effects on a far-transfer measure of general vocabulary. These results demonstrate that a brief morphological training program can produce lasting and educationally meaningful gains in students' word knowledge. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11