Predicting Children's Long-Term Knowledge of Taught Words and Transfer Words after a Morphological Vocabulary Intervention

Autor/in	Gellert, Anna S.
Titel	Predicting Children's Long-Term Knowledge of Taught Words and Transfer Words after a Morphological Vocabulary Intervention
Quelle	In: Language, Speech, and Hearing Services in Schools, 54 (2023) 2, S.472-488 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gellert, Anna S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Vocabulary; Vocabulary Development; Morphology (Languages); Intervention; Grade 5; Elementary School Students; Semantics; Validity; Prediction; Foreign Countries; Knowledge Level; Denmark; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Wortschatz; Wortschatzarbeit; Morphology; Morphologie; School year 05; 5. Schuljahr; Schuljahr 05; Semantik; Gültigkeit; Vorhersage; Ausland; Wissensbasis; Dänemark
Abstract	Purpose: The first purpose of this study was to investigate how children's knowledge of taught words and transfer words assessed 10 months after a morphological vocabulary intervention can be predicted by means of language measures taken before the intervention. The second purpose was to investigate whether and how immediate post-intervention measures can contribute to the prediction after pre-intervention measures are accounted for. Method: A secondary analysis of data from 87 participants in a trial of short- and long-term effects of a morphological vocabulary intervention for fifth-grade students with limited vocabulary was conducted. Students' knowledge of morphologically transparent taught words and transfer words was examined 10 months after the intervention. Pre-intervention and immediate postintervention measures of general vocabulary, knowledge of morphologically transparent words, morphological analysis of pseudowords, and metamorphological knowledge were evaluated as predictors. Results: By means of pre-intervention measures only, about 40% of the overall variance in students' knowledge of morphologically transparent words assessed at follow-up could be predicted. A good early classification of students with later relatively good or poor word knowledge could be obtained, especially for knowledge of transfer words. Furthermore, immediate post-intervention measures were found to add substantially to the prediction of overall variance in students' knowledge of morphologically transparent words at follow-up and to the correct early classification beyond the contribution from pre-intervention measures. In particular, pre- and post-intervention measures of knowledge of morphologically transparent words and morphological analysis of pseudowords in combination yielded a good classification of students with later relatively good or poor knowledge of transfer words. Conclusion: A good level of prediction of students' knowledge of morphologically transparent taught words and transfer words 10 months after a morphological vocabulary intervention can be provided by means of a combination of a few pre- and post-intervention measures of knowledge of morphologically transparent words and morphological analysis of pseudowords. (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