By the end of primary school, students are confronted with expository texts known for their high proportion of domain-specific academic vocabulary words. These words usually comprise Greek or Latin roots in their internal structure. Recent findings showed that knowledge of Greek and Latin roots is related to reading comprehension. However, no study has investigated such a relationship in a francophone context. Therefore, the present study sought to measure Greek and Latin roots’ relation to reading comprehension among French 6th graders. To do so, 40 participants were administrated an experimental task on Greek and Latin roots knowledge and a reading comprehension standardized subset test. Variables related to reading comprehension, such as morphological awareness, vocabulary breadth, word reading fluency, oral comprehension, and working memory were also measured. Results showed that knowledge of Greek and Latin roots significantly predicted variation of reading comprehension. This paper discusses scientific and educational implications of this finding.
It is generally assumed that making the learner active leads to better learning although this improvement has not be firmly quantified experimentally. The goal of this paper is to test the effect of agency in cooperative learning and to explore methodological strategies as well as theoretical and applied implications of agency in the study of cooperative learning, in this case with data on arousal. Results from 27 dyads (1 player and 1 watcher) who played a serious game for learning physics for 120 min show that agency has no effect on the overall quantity of arousal, but that the arousal of a watcher and player is synchronized. A watcher's arousal may precede or be delayed from the player's. The results point to refinements for the use of multimodal data in process-oriented studies of cooperative learning.
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