The Effects of a Multilinguistic Morphological Awareness Approach for Improving Language and Literacy

Wolter, Julie A.; Dilworth, Valisa

doi:10.1177/0022219413509972

Cited by 65 publications

(83 citation statements)

References 27 publications

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“…Goodwin & Ahn, ). To date, it seems that most morphological interventions teach students to identify and manipulate the morphological structure of words, most likely targeting morphological awareness (Brimo, ; Good, Lance, & Rainey, ; Goodwin & Ahn, ; Wolter & Dilworth, ; Wolter & Gibson, ). Fewer studies have focused on morphological analysis instruction, such as teaching students how to use morphological structure to decipher the meanings of unfamiliar complex words (Baumann et al., ; Crosson & McKeown, ; McCutchen, Stull, Herrera, Lotas, & Evans, ).…”

Section: Discussionmentioning

confidence: 99%

“…There is growing work exploring the effectiveness of teaching students about morphemes to improve their reading outcomes (see Bowers, Kirby, & Deacon, ; Goodwin & Ahn, , ; Nagy, Carlisle, & Goodwin, ). However, discrepancies have emerged in the literature as to which literacy skills are improved, and to what extent, following morphological instruction (e.g., Apel & Diehm, ; Wolter & Dilworth, ; see also Nagy et al., ). The key challenge is that morphological instruction can take several forms (see Carlisle, ; Goodwin & Ahn, ).…”

Section: Theoretical and Conceptual Rationalementioning

confidence: 99%

See 1 more Smart Citation

Inferring Meaning From Meaningful Parts: The Contributions of Morphological Skills to the Development of Children's Reading Comprehension

Levesque

Kieffer

Deacon

2018

Reading Research Quarterly

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Skilled reading comprehension is an important goal of educational instruction and models of reading development. In this study, the authors investigated how core skills surrounding morphemes, that is, the minimal units of meaning in language, support the development of reading comprehension. The authors specifically contrast the roles of morphological awareness and morphological analysis; the first refers to the awareness of and ability to manipulate morphemes in language, and the second refers to the use of morphemes in inferring the meaning of unfamiliar morphologically complex (multimorphemic) words. The authors evaluated these morphological skills in 197 English‐speaking students who were followed from grade 3 to grade 4; the analyses used stringent autoregressor controls to home in on predictors of gains over time. In addition to morphological awareness and morphological analysis, the authors assessed students' reading comprehension and controls for word reading, vocabulary, phonological awareness, nonverbal ability, and age. Multivariate autoregressive path analysis revealed that morphological analysis, but not morphological awareness, predicted gains in reading comprehension. Morphological awareness, for its part, predicted gains in morphological analysis. Taken together, the findings allude to a developmental trajectory whereby students' use of morphemes to infer the meanings of unfamiliar complex words supports the development of reading comprehension over time. The development of this skill, in turn, appears to be supported by a more general awareness of morphemes in language. These findings contribute to theory and reading instruction by clarifying the ways in which morphological skills support the development of students' reading comprehension.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical and Conceptual Rationalementioning

confidence: 99%

Inferring Meaning From Meaningful Parts: The Contributions of Morphological Skills to the Development of Children's Reading Comprehension

Levesque

Kieffer

Deacon

2018

Reading Research Quarterly

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“…Together with other intervention studies using various approaches to comprehensive word knowledge and reading instruction (e.g., Duff et al., ; Vadasy, Sanders, & Peyton, ; Wolter & Dilworth, ), the studies by Carlo et al. (), Lesaux et al.…”

Section: Comprehensive Word Knowledge Interventionsmentioning

confidence: 95%

Lexical Quality Matters: Effects of Word Knowledge Instruction on the Language and Literacy Skills of Third- and Fourth-Grade Poor Readers

2015

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The purpose of this study was to explore the hypothesis that teaching students knowledge of word forms and meanings supports the development of decoding and linguistic comprehension, which are fundamental components of reading comprehension. We examined this hypothesis by investigating the effects of a comprehensive word knowledge intervention on the language and literacy skills of poor readers. The participants included 118 monolingual third‐ and fourth‐grade students from 12 Norwegian elementary schools. A quasi‐experimental approach was employed with students in the treatment and control groups matched on grade and reading comprehension level. The intervention was delivered by teachers in small groups for 60 minutes three times per week over a period of 10 weeks. At the end of the intervention, the treatment group showed significantly greater gains than the control group on researcher‐created and transfer measures of language and a transfer measure of reading comprehension. There were no statistically significant effects of the intervention on two measures of decoding. The results support the hypothesis that comprehensive word knowledge instruction is effective in improving language abilities underpinning reading comprehension. The utility of this approach for improving decoding abilities remains unclear.

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“…Importantly, efforts to target MA can improve reading, MA, and PA outcomes for kindergarten students who are at risk for developing later reading disabilities (Apel, Brimo, Diehm, & Apel, ; Zoski & Erickson, ). MA instruction also supports older students with identified reading disabilities (Wolter & Dilworth, ) and students who are English learners (Filippini, Gerber, & Leafstedt, ). MA skills provide at‐risk students with additional strategies to call upon when decoding words (Reed, ), perhaps even offering a compensatory strategy for students with weak phonological skills (Casalis, Colé, & Sopo, ).…”

Section: Early Developing Suffixes In Oral Languagementioning

confidence: 99%

Morpheme-Based Instruction in Kindergarten

Zoski¹,

Erickson

2016

Read Teach

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The teaching approach described in this article was originally designed for kindergarten students who are at risk for reading disorders. In a 30‐minute session, students practiced attending to and identifying the spelling patterns, pronunciations, and meanings of common morphological suffixes through listening activities, interactive book reading, and word sorts. A sample of kindergarten students with low early reading skills who received this intervention made large treatment gains in word reading, morphological awareness, and spelling after 12 hours of total instruction. These small‐group activities can be incorporated into teachers’ existing literacy instruction or provided as part of intensive intervention for at‐risk students. A list of books appropriate for targeting five common suffixes is provided.

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The Effects of a Multilinguistic Morphological Awareness Approach for Improving Language and Literacy

Cited by 65 publications

References 27 publications

Inferring Meaning From Meaningful Parts: The Contributions of Morphological Skills to the Development of Children's Reading Comprehension

Inferring Meaning From Meaningful Parts: The Contributions of Morphological Skills to the Development of Children's Reading Comprehension

Lexical Quality Matters: Effects of Word Knowledge Instruction on the Language and Literacy Skills of Third- and Fourth-Grade Poor Readers

Morpheme-Based Instruction in Kindergarten

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