Students with limited vocabulary knowledge are at high risk for reading comprehension difficulties. Previous studies have found that teaching morphology may support vocabulary growth. In the present ...study, the authors aimed to replicate and extend these findings by investigating both immediate and long‐term transfer effects to untaught words and untaught pseudowords with well‐known root morphemes. Fifth‐grade students (N = 332) were randomly assigned to a morphological intervention, an alternative vocabulary intervention, or a control condition. The morphological intervention was found to produce large short‐term effects with respect to the students’ abilities to segment and explain both taught and untaught words containing taught morphemes, and medium effects on explanations of likely meanings of pseudowords with well‐known root morphemes. Medium to large effects were still present 10 months later with taught words and transfer words. Training had a small effect on reading comprehension with trained words but no effect on standard measures of reading comprehension or vocabulary.
Purpose: The purpose of this study was to examine how well students' response to a morphological vocabulary intervention can be predicted before the start of the intervention from traditional static ...assessments and to determine whether a dynamic assessment with graduated prompts improves the prediction. Method: A planned secondary analysis of a randomized trial of a morphological vocabulary intervention for fifth-grade students with limited vocabulary was conducted. Response to this intervention was examined for 111 participants based on their development in definitions of morphologically transparent words from pretest to posttest. Traditional static measures of vocabulary, knowledge of morphology, and morphological analysis as well as a dynamic assessment of morphological analysis were evaluated as predictors of students' response to intervention. Results: The static pretest measures predicted more than half of the overall variance in students' response to intervention and provided a good classification of students with subsequent poor or good response to intervention. The single best static predictor was the static assessment of morphological analysis. Furthermore, the dynamic assessment added significantly to the prediction of the overall variance in students' response to intervention and to the correct early classification of students as poor or good responders. Conclusions: The results suggest that an acceptable level of prediction of students' response to morphological vocabulary intervention can be obtained by means of a couple of static morphological measures. This study also provides evidence for the added predictive value of a dynamic assessment of morphological analysis.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, OILJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK, VSZLJ
Artiklen beskriver en undersøgelse af korttids- og langtidseffekter af et 24 lektioners kontekstorienteret ordkendskabsundervisningsforløb, der sigtede mod, at elever i 5. klasse med begrænset dansk ...ordforråd skulle lære dels at aktivere og opbygge viden om ord inden for bestemte semantiske felter, dels at udlede betydningen af ukendte ord i tekster vha. informationer i konteksten. 111 elever deltog i den kontekstorienterede ordkendskabsundervisning og blev sammenlignet med 221 andre elever, som enten deltog i en anden slags ordkendskabsundervisning eller blot modtog den sædvanlige undervisning på deres skole. Eleverne blev testet inden ordkendskabsundervisningen samt kort efter og igen ti måneder efter undervisningens afslutning. Undersøgelsen viste, at der umiddelbart efter undervisningen kunne konstateres meget stærke effekter af den kontekstorienterede ordkendskabsundervisning på elevernes læsning og definition af trænede ord samt en mellemstærk til stærk effekt på forståelse af tekster med sådanne ord. Ti måneder senere kunne der stadig påvises tydelige effekter af denne undervisning. Imidlertid kunne der ligesom i tidligere undersøgelser ikke spores overføringseffekter på elevernes generelle ordforråd eller generelle læseforståelse. Der kunne heller ikke påvises signifikante effekter af den kontekstorienterede undervisning på en test af elevernes færdigheder i at udlede ukendte ords betydning vha. konteksten. Sådanne effekter ville sandsynligvis kræve et mere omfattende undervisningsforløb.
The cut-off levels of insufficient literacy skills used in national and international literacy studies have not been validated. Thus, it remains uncertain whether adult poor readers are handicapped ...by insufficient reading skills in everyday life, i.e. in job-related or educational activities. The primary purpose of the study was to identify a minimum level below which insufficient reading skills proved a handicap to adults in their educational efforts. One hundred and eighty-nine adults in formal adult education participated in the study. The adults' reading comprehension, decoding skills, primary language, level of exam, student and teacher ratings of the adults' reading skills, and the adults' exam grades for courses in formal adult education were obtained. Exam grades below the mean were taken as documentation of educational failure. Adults in the lowest percentile in reading skills only managed to obtain exam grades below the mean in courses placing heavy demands on their reading skills, indicating that poor reading skills were in fact a threat to the adults' educational achievements. Possible causes of insufficient reading skills were further examined. Adults in the lowest 10th percentile suffered from very poor decoding skills. Even though a larger variation was seen in the exam grades for adults in the 10-25th percentile, they too, were handicapped by poor reading comprehension. The decoding skills and socio-economic data of these adults indicated that improved reading skills might increase their chances of getting an education.
This article reports data from a training study of morphological awareness involving 33 dyslexic students in grades 4 - 5. The dyslexic students received 36 lessons of morphological awareness ...training each of about a quarter of an hour. The training was oral and focused on semantic aspects of morphemes. During the training period, the experimental group gained significantly more than a similar group of untrained controls (n = 27) on one of three measures of morphological awareness. Both groups, however, made equal gains on measures of phonological awareness, phoneme discimination and picture naming. The experimental group progressed significantly more than the controls in reading comprehension and in spelling of morphologically complex words. The results of the study suggest that it is possible to develop dyslexic students' morphological awareness. Furthermore, awareness of morphemes, the smallest meaningful units of language, may support the development of meaning - oriented decoding strategies in reading and spelling.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This paper begins by presenting theoretical arguments and empirical evidence to support the idea that morpheme analysis strategies play a part in word recognition in reading, and in dyslexia in ...particular. The results of two studies are presented which indicate that dyslexic adolescents use recognition of root morphemes as a compensatory strategy in reading of both single words and coherent text. Furthermore, the evidence is reviewed that the use of morpheme recognition as a strategy in reading to some extent depends on the linguistic awareness of morphemes in spoken language. Finally, results from a pilot study of the effects of morphological awareness training of dyslexic students are presented which suggest that it may be possible to improve the awareness of morphology independently of phoneme awareness, and that such a training may have positive effects on reading of coherent text and on the accurate spelling of morphologically complex words.
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