Integrated Morphological Awareness Intervention as a Tool for Improving Literacy

Kirk, Cecilia; Gillon, Gail

doi:10.1044/0161-1461(2008/08-0009)

Cited by 89 publications

(90 citation statements)

References 10 publications

(6 reference statements)

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“…Although this number is larger than that identified by Reed (2008), there is clearly need for more studies particularly across age and ability levels. Second, with respect to research design, there were a number of examples of random assignment of individuals to instructional conditions (Abbott & Berninger, 1999;Berninger et al, 2003;Berninger et al, 2008;Kirk & Gillon, 2009;Lyster, 1998Lyster, , 2002Tyler et al, 2003), though many of the other investigators did manage to randomly assign classes. Given that most studies saw morphological instruction as a part of regular classroom instruction and that the instruction usually took place over several weeks or more, the proportion of studies with random assignment of individuals seems reasonable.…”

Section: Discussionmentioning

confidence: 99%

“…The metaanalysis described here synthesizes results from morphological interventions that have examined the effect of instruction both with participants identified with reading difficulties (e.g., Arnbak & Elbro, 2000;Tyler, Lewis, Haskill, & Tolbert, 2003) and spelling difficulties (e.g., Kirk & Gillon, 2009) and with undifferentiated participants (e.g., Baumann et al, 2002;Baumann et al, 2003;Bowers & Kirby, 2006, in press). We investigate results from instructional studies with age groups from preschool (e.g., Lyster, 1998Lyster, , 2002 to upper elementary (e.g., Robinson & Hesse, 1981) and across a variety of languages (English, Danish, Dutch, and Norwegian).…”

Section: Current Morphological Instruction Researchmentioning

confidence: 99%

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The Effects of Morphological Instruction on Literacy Skills

Bowers

Kirby

Deacon

2010

Review of Educational Research

457

365

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The authors reviewed all peer-reviewed studies with participants from preschool to Grade 8 for this meta-analysis of morphological interventions. They identified 22 applicable studies. Instructional effects (Cohen’s d) were averaged by linguistic outcome categories (morphological sublexical, nonmorphological sublexical, lexical, and supralexical) and comparison group (experimental group vs. control or experimental group vs. alternative training). The authors investigated the effects of morphological instruction (a) on reading, spelling, vocabulary, and morphological skills, (b) for less able readers versus undifferentiated samples, (c) for younger versus older students, and (d) in combination with instruction of other literacy skills or in isolation. Results indicate that (a) morphological instruction benefits learners, (b) it brings particular benefits for less able readers, (c) it is no less effective for younger students, and (d) it is more effective when combined with other aspects of literacy instruction. Implications of these findings are discussed in light of current educational practice and theory.

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Section: Discussionmentioning

confidence: 99%

Section: Current Morphological Instruction Researchmentioning

confidence: 99%

The Effects of Morphological Instruction on Literacy Skills

Bowers

Kirby

Deacon

2010

Review of Educational Research

457

365

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“…A study by De Graaff [38] concluded phonemic segmentation skills improved, not by performing phonemic awareness listening tasks, but by practicing reading. Kirk and Gillon [67] reported it was not children's phonemic awareness knowledge which was the factor in reading achievement. Instead, the use of highly structured and scaffolded spelling-patterns most impacted children's success in learning to read.…”

Section: Phonemic Awareness Instructionmentioning

confidence: 99%

“…Phonemic awareness is defined by the National Reading Panel as "the ability to focus on and manipulate phonemes in spoken words" ( [8], p. 2-1). Phonemic awareness teaching approaches often do not involve print, and most often include phonemic segmentation tasks [8] [29] [31] [67]. For instance, children listen to a spoken word "cat", and then children are asked to segment the spoken word into separate speech sounds /c/, /a/, /t/ [31].…”

Section: Phonemic Awareness Instructionmentioning

confidence: 99%

Differences in Mean Number of Consonant-Vowel-Consonant Words Decoded between Letter-Sound Readers and Non Letter-Sound Readers

Wolf¹

2014

OJN

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Children's failure to develop simple word decoding skills in early years is linked to future poor reading, school dropout, and poor health [1] [2]. Letter-sound knowledge is needed for word decoding development; however questions remain on what types of letter-sound knowledge help children decode simple words [3]. This study investigated the differences in mean number of consonant-vowel-consonant (CVC) words decoded between two groups of children, a letter-sound reading group and non letter-sound reading group. Children aged 4 to 6 in both groups, attempted to decode a variety of simple words such as tan, sit, hen, pig, dot, and fun. Analysis determined word decoding differences existed between the two groups. The alternate hypothesis was accepted; the letter-sound reading group had a significantly higher mean in number of consonantvowel-consonant words decoded compared to the non letter-sound reading group. The study informs the teaching approaches needed to improve early decoding skills showing letter-sound reading ability is an important step for learning to decode simple consonant-vowel-consonant words.

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“…Medvetenhet om morfem har tydliga och positiva effekter på barns ordavkodning och stavning (Kirk & Gillon, 2009;Wolter, Wood, & D´zatko, 2009). Att stimulera barns morfologiska medvetenhet kan exempelvis göras genom att analysera sammansatta ord eller genom att identifiera, ta bort och lägga till stavelser i ord (Vetenskapsrådet, 2015).…”

Section: Faktorer Av Betydelse För Läs-och Skrivutvecklingenunclassified

Samtals- och skriftspråksorienterade lärarledda aktiviteter i förskoleklass

Aminoff¹

2017

LiU-PEK-R / Institutionen För Beteendevetenskap Och Lärande (2007-)

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Syftet med studien är att bidra med kunskaper om förskoleklassens verksamhet med fokus på lärares och barns handlingar i samtals- och skriftspråksorienterade lärarledda aktiviteter. Centrala frågor i studien handlar om vad som händer i mötet mellan läraren och barnen och vilka förutsättningar för barns samtalande och skriftspråkande som skapas i interaktion mellan läraren och barnen i de lärarledda aktiviteterna. Metoden har inspiration av etnografisk ansats. Datamaterial består framför allt av delvis deltagande observationer där fältanteckningar skrivits för att dokumentera dessa. I studien ingår tre förskoleklasser från tre olika skolor. Varje förskoleklass har observerats vid sju tillfällen. Datamaterialet har analyserats med hjälp av tematisk analys, begrepp från tidigare forskning samt utifrån studiens teoretiska utgångspunkt, det sociokulturella perspektivet. Av resultat framgår att alla barn till stora delar gör samma övningar under de lärarledda aktiviteterna. Läraren och barnen rör sig i höglästa berättelser på ett såväl intratextuellt som intertextuellt sätt och när de tillsammans arbetar med att skriva så förekommer både ett styrt och ett friare skrivande. Resultat visar även att det förekommer en viss upprepning av ett innehåll som vissa barn har kunskap och erfarenhet av sedan tidigare, exempelvis från förskolan.

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Integrated Morphological Awareness Intervention as a Tool for Improving Literacy

Abstract: Practitioners should consider the likely benefits of literacy intervention that focuses on developing morphological awareness in conjunction with other types of linguistic awareness.

Cited by 89 publications

References 10 publications

The Effects of Morphological Instruction on Literacy Skills

The Effects of Morphological Instruction on Literacy Skills

Differences in Mean Number of Consonant-Vowel-Consonant Words Decoded between Letter-Sound Readers and Non Letter-Sound Readers

Samtals- och skriftspråksorienterade lärarledda aktiviteter i förskoleklass

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