Language Detectives

Green, Jennifer D.

doi:10.1002/trtr.1350

Cited by 3 publications

(1 citation statement)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students started to piece together an idea of the spelling-meaning connection between morphologically similar words and recognized that word parts can carry meaning. The participants truly became word detectives (Goodwin, Lipsky, & Ahn, 2012;Green, 2015), analyzing word features and looking for clues to their meaning, a fundamental skill for problem-solving while reading and acquiring academic language. Their knowledge was developing; they were not always successful in their endeavors, but they showed evidence of moving beyond spelling/ sound patterns toward morphological awareness.…”

Section: Growth In Morphemic Awarenessmentioning

confidence: 99%

Thinking About Words: First Graders’ Response to Morphological Instruction

Freeman¹,

Townsend²,

Templeton³

2018

The Reading Teacher

View full text Add to dashboard Cite

The authors detail word‐learning strategies from a small‐scale early reading intervention for first graders (N = 3) focused on Greek and Latin roots in science‐based informational texts. Educators can provide explicit instruction to support student awareness of word structures in content‐specific vocabulary, and this instruction can be adapted to meet the needs of students at different reading levels. The current intervention involved an exploration of morphology, including the study of Greek and Latin roots and of affixes, and its contribution to word relations and meanings. The intervention was designed to complement Common Core State Standards and Next Generation Science Standards. The instructional approaches included root identification tasks, problem‐solving techniques, and practice with word production by analyzing selected terms in authentic scientific texts. Analyses suggested that opportunities to personalize and practice with roots and affixes, specifically through interactive activities such as discussions and creating visual representations, supported the development of students’ morphological awareness.

show abstract

Section: Growth In Morphemic Awarenessmentioning

confidence: 99%

Thinking About Words: First Graders’ Response to Morphological Instruction

Freeman¹,

Townsend²,

Templeton³

2018

The Reading Teacher

View full text Add to dashboard Cite

show abstract

Reporting of Classroom-Based Morphological Awareness Instruction and Intervention for Kindergarten to Grade 3 Students in the Literature: A Scoping Review

Passaretti

Turkstra

Gallagher

et al. 2023

LSHSS

View full text Add to dashboard Cite

Purpose: The purpose of this scoping review was to document how the literature reports morphological awareness instruction and interventions delivered by speech-language pathologists (SLPs) and/or educators in classroom settings for kindergarten to Grade 3 students. Method: We followed the Joanna Briggs Institute's methodology for scoping reviews and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews reporting guidelines. Six relevant databases were searched systematically with article screening and selection completed by two reviewers calibrated for reliability. For data charting, one reviewer extracted content and a second reviewer verified it was pertinent to the review question. Charting for the reported elements of morphological awareness instruction and interventions was guided by the Rehabilitation Treatment Specification System. Results: The database search yielded 4,492 records. After removal of duplicates and screening, 47 articles were selected for inclusion. Interrater reliability for source selection exceeded the pre-established criterion of k = .61. Our analysis generated a comprehensive description of the elements of morphological awareness instruction as reported in the included articles. Conclusions: Our findings provide school-based SLPs and educators a systematic means of reviewing the literature to identify key elements of morphological awareness instruction in published articles for application of evidence-based practices with fidelity, thus helping to close the research-to-practice gap. Our manifest content analysis revealed reporting of the elements for classroom-based morphological awareness instruction was varied, and in some cases, underspecified in the articles included in our study. Implications for clinical practice and future research to advance knowledge and promote implementation of evidence-based practices by SLPs and educators in today's classrooms are discussed. Supplemental Material: https://doi.org/10.23641/asha.22105142

show abstract

Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice

Moody

Kuo

et al. 2018

Education Sciences

View full text Add to dashboard Cite

Much is known about the impact of vocabulary instruction on reading skills, word knowledge, and reading comprehension. However, knowledge of the underlying theories that guide vocabulary instruction and their potential impact on teachers’ performance and/or students’ achievement has not been investigated. In this content analysis, articles published in The Reading Teacher and Journal of Adolescent and Adult Literacy between 2007 and 2017 were dissected to identify and code embedded word-learning strategies, grade levels addressed, target student populations, and desired outcomes (receptive or productive vocabulary). Our primary goal was to examine the embedded word-learning strategies within the articles, and to identify the theories on which they were built. Findings showed that a combination of theories guided most strategy recommendations: Social constructivism and sociocultural theories, schema and psycholinguistic theories, motivation theory, and dual coding theory. We also parallel-coded our findings with a recent review of literature on vocabulary instruction by Wright and Cervetti (2017), and found that they corresponded with the original coding. Follow-up quantitative studies can use the salient theories detected in this content analysis to investigate whether knowledge of underlying theories has an impact on teachers’ performance and student vocabulary and reading comprehension achievement.

show abstract

Language Detectives

Abstract: Understanding suffixes is critical for improved academic language.This article gives an overview of suffixes and introduces several strategies that teachers can incorporate into their classrooms.

Cited by 3 publications

References 25 publications

Thinking About Words: First Graders’ Response to Morphological Instruction

Thinking About Words: First Graders’ Response to Morphological Instruction

Reporting of Classroom-Based Morphological Awareness Instruction and Intervention for Kindergarten to Grade 3 Students in the Literature: A Scoping Review

Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice

Contact Info

Product

Resources

About