A Synthesis of Morphology Interventions and Effects on Reading Outcomes for Students in Grades K-12

Autor/in	Reed, Deborah K.
Titel	A Synthesis of Morphology Interventions and Effects on Reading Outcomes for Students in Grades K-12
Quelle	In: Learning Disabilities Research & Practice, 23 (2008) 1, S.36-49 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/j.1540-5826.2007.00261.x
Schlagwörter	Morphology (Languages); Intervention; Reading Instruction; Elementary Secondary Education; Educational Research; Word Recognition; Spelling; Vocabulary Development; Effect Size; Outcomes of Education + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Leseunterricht; Bildungsforschung; Pädagogische Forschung; Worterkennung; Schreibweise; Wortschatzarbeit; Lernleistung; Schulerfolg
Abstract	This article synthesized the morphology intervention studies conducted in English with students in kindergarten through 12th grade between 1986 and 2006. Seven studies were identified as focusing primarily on morphology instruction, including roots and affixes, and measuring one or more reading-related outcomes (e.g., word identification, spelling, vocabulary, reading comprehension). Of those studies meeting the criteria, three studies were focused on word identification, three were focused on vocabulary acquisition, and one was focused on spelling. Although there was a wide range in effect sizes computed for the various outcome measures (-0.93 to 9.13), findings indicated that stronger effects were associated with root word instruction (as opposed to affixes alone) and with morphology instruction that targeted students' reading developmental level in an age of acquisition pattern. In addition, results suggested that morphology could successfully be combined with training in other skills without adding instructional time. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10