A Meta-Analysis of Morphological Interventions: Effects on Literacy Achievement of Children with Literacy Difficulties

Autor/inn/en	Goodwin, Amanda P.; Ahn, Soyeon
Titel	A Meta-Analysis of Morphological Interventions: Effects on Literacy Achievement of Children with Literacy Difficulties
Quelle	In: Annals of Dyslexia, 60 (2010) 2, S.183-208 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-010-0041-x
Schlagwörter	Reading Comprehension; Reading Difficulties; Language Impairments; Phonological Awareness; Morphology (Languages); Intervention; Reading Achievement; Speech Impairments; English (Second Language); Teaching Methods + Suchen Sie Ihr Suchwort? Leseverstehen; Reading difficulty; Leseschwierigkeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Morphology; Morphologie; Leseleistung; Language handicps; Language impairments; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study synthesizes 79 standardized mean-change differences between control and treatment groups from 17 independent studies, investigating the effect of morphological interventions on literacy outcomes for students with literacy difficulties. Average total sample size ranged from 15 to 261 from a wide range of grade levels. Overall, morphological instruction showed a significant improvement on literacy achievement ([d-bar] = 0.33). Specifically, its effect was significant on several literacy outcomes such as phonological awareness ([d-bar] = 0.49), morphological awareness ([d-bar] = 0.40), vocabulary ([d-bar] = 0.40), reading comprehension ([d-bar] = 0.24), and spelling ([d-bar] = 0.20). Morphological instruction was particularly effective for children with reading, learning, or speech and language disabilities, English language learners, and struggling readers, suggesting the possibility that morphological instruction can remediate phonological processing challenges. Other moderators were also explored to explain differences in morphological intervention effects. These findings suggest students with literacy difficulties would benefit from morphological instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10