Extending the bounds of morphology instruction: teaching Latin roots facilitates academic word learning for English Learner adolescents

Crosson, Amy C.; McKeown, Margaret G.; Moore, Debra; Ye, Feifei

doi:10.1007/s11145-018-9885-y

Cited by 42 publications

(40 citation statements)

References 56 publications

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“…The results showed that English language learners could make significant progress in reading, vocabulary, and spelling when morphological instruction was a major part of the curriculum. Crosson et al (2018) investigated whether morphological awareness instruction would enhance word learning outcomes of English language learners. The results showed that morphological problem solving of unfamiliar words had significant effects on word learning outcomes.…”

Section: Review Of Literaturementioning

confidence: 99%

The Effect of Explicit English Morphology Instruction on EFL Secondary School Students’ Morphological Awareness and Reading Comprehension

Badawi¹

2019

ELT

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The study attempted to investigate the effect of explicit morphology instruction (EMI) on developing secondary school students’ EFL morphological awareness and reading comprehension. The explicit morphology instruction targeted two morphological skills namely, inflectional and derivational skills. The study used a pre-posttest experimental and control group design. The intact study participants were (98) first year secondary school students. While the first intact group (n=49) was functioned as an experimental group, the second intact group (n=49) represented the control group. To collect the data, a two-unit explicit morphology instruction program (EMIP), a morphological awareness test (MAT) and a reading comprehension test (RCT) were designed, validated and implemented. Before the intervention, the participants’ morphological awareness and reading comprehension were pre-tested. During the course of intervention, while the experimental group participants were exposed to explicit morphological instruction in addition to their regular English instruction sessions, the participants of the control group only received their regular EFL instruction sessions. Results revealed that the experimental group participants’ mean scores on the post morphological awareness test and reading comprehension test surpassed that of the control group. Accordingly, explicit morphological instruction was effective in developing EFL secondary school students’ morphological awareness and reading comprehension. However, the effect size of explicit morphological instruction on developing EFL secondary school students’ morphological awareness was higher than its effect size on developing their reading comprehension. Therefore, teaching English morphology should be an integral part of EFL secondary school curriculum.

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Section: Review Of Literaturementioning

confidence: 99%

The Effect of Explicit English Morphology Instruction on EFL Secondary School Students’ Morphological Awareness and Reading Comprehension

Badawi¹

2019

ELT

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“…Recent evidence suggests that, in the absence of intervention, morphological analysis is associated with reading comprehension (McCutchen & Logan 2011) and has been found to predict reading comprehension improvements among English‐speaking students in the upper elementary grades (Levesque et al 2019). Critically, emerging evidence suggests that instruction about Latin roots may improve vocabulary knowledge for English‐speaking monolingual learners (Crosson & McKeown 2016; Bowers & Kirby 2010) and, more importantly, for multilingual learners (Crosson & Moore 2017; Crosso, McKeown, Moore & Ye, 2019; Goodwin 2016; Pacheco & Goodwin 2013). However, whether such interventions affect comprehension outcomes remains unclear.…”

Section: How Might Morphological Interventions Support Vocabulary Andmentioning

confidence: 99%

Morphological analysis skill and academic vocabulary knowledge are malleable through intervention and may contribute to reading comprehension for multilingual adolescents

Crosson

McKeown

Lei

et al. 2020

Journal Research in Reading

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Background Morphological analysis skill is the ability to problem‐solve meanings of unfamiliar words by applying knowledge of morphological constituents. For vocabulary words from the academic layer of English, the major, meaning‐carrying morphological contituents are Latin roots (nov meaning ‘new’ in innovative). The degree to which morphological analysis skill using Latin roots is susceptible to intervention and whether improvements relate to reading comprehension remains unclear. Methods We investigated the effects of a morphology intervention designed to promote academic vocabulary learning, morphological analysis and reading comprehension with 140 adolescent, multilingual learners in US schools (intervention n = 70; comparison n = 70). We estimated direct effects of the intervention on morphological analysis and academic vocabulary knowledge and examined whether they mediate intervention effects on reading comprehension. Academic vocabulary was measured as both definitional and multidimensional knowledge. Results We found significant, direct effects of the intervention on morphological analysis skill and academic vocabulary knowledge. Additionally, we found a significant indirect effect on reading comprehension via academic vocabulary and a marginally significant indirect effect via morphological analysis skill. Notably, the indirect effect of academic vocabulary was evident only for multidimensional, not definitional knowledge. Conclusions Findings extend current understanding about how morphology intervention promotes vocabulary and reading comprehension improvement for multilingual learners. (word count = 207)

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“…Research related to multisyllabic word reading in recent years has focused mainly on adults (e.g., Fracasso et al., ; Gray et al., ; MacArthur, Konold, Glutting, & Alamprese, ; Tighe & Binder, ). Very few studies have examined multisyllabic word reading among older readers in secondary grades (e.g., Bhattacharya & Ehri, ; Crosson, McKeown, Moore, & Ye, ; Dawson et al., ; Goodwin et al., ). Furthermore, studies investigating multisyllabic word reading among adolescent readers have focused largely on proficient rather than struggling readers (e.g., Dawson et al., ; Goodwin et al., ), and research on syllable‐based word reading has not been emphasized much in recent years.…”

Section: Word‐reading Instruction: Syllabic Analysismentioning

confidence: 99%

“…With transition from elementary to middle school grades, the complexity of words increases in different subject areas (Hiebert et al, 2005;Nagy & Townsend, 2012). Therefore, readers who are aware of the morphological structure of words, and can use information about word parts, generally read complex words accurately and fluently (Crosson et al, 2019;Kearns & Whaley, 2019). However, research has suggested that only about 36% of upper elementary students can read words proficiently, and even those who can f luently read monosyllabic words often have difficulty with multisyllabic words because of the increase in the number of syllables to be read (Toste, Williams, & Capin, 2017).…”

Section: Word-reading Instruction: Morphemic Analysismentioning

confidence: 99%

Syllabic Versus Morphemic Analyses: Teaching Multisyllabic Word Reading to Older Struggling Readers

Bhattacharya¹

2020

J Adolescent & Adult Lit

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The complexities of words in different subject areas increase as students transition from elementary school to middle school. Although most secondary school readers can read monosyllabic words, many other older readers have difficulty with reading multisyllabic words because of their poor phonological and morphological skills. Explicit word‐reading instruction, focused on syllabic and morphemic analyses of multisyllabic words, therefore should be considered for advancing older struggling readers’ word‐reading skills. Results from word‐reading interventions have shown that analyses of syllables and morphemes in multisyllabic words advance older struggling readers’ phonological and morphological skills. Proficiency in recognizing syllables and morphemes in multisyllabic words then promotes older struggling readers’ accurate reading of complex words. Therefore, reading instruction for struggling older readers should focus on using syllable and morpheme analyses for promoting their multisyllabic word reading.

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Extending the bounds of morphology instruction: teaching Latin roots facilitates academic word learning for English Learner adolescents

Cited by 42 publications

References 56 publications

The Effect of Explicit English Morphology Instruction on EFL Secondary School Students’ Morphological Awareness and Reading Comprehension

The Effect of Explicit English Morphology Instruction on EFL Secondary School Students’ Morphological Awareness and Reading Comprehension

Morphological analysis skill and academic vocabulary knowledge are malleable through intervention and may contribute to reading comprehension for multilingual adolescents

Syllabic Versus Morphemic Analyses: Teaching Multisyllabic Word Reading to Older Struggling Readers

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