Morphological Intervention for Students with Limited Vocabulary Knowledge: Short- and Long-Term Transfer Effects

Autor/inn/en	Gellert, Anna S.; Arnbak, Elisabeth; Wischmann, Signe; Elbro, Carsten
Titel	Morphological Intervention for Students with Limited Vocabulary Knowledge: Short- and Long-Term Transfer Effects
Quelle	In: Reading Research Quarterly, 56 (2021) 3, S.583-601 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.325
Schlagwörter	Intervention; Reading Instruction; Reading Comprehension; Instructional Effectiveness; Vocabulary Development; Morphology (Languages); Transfer of Training; Retention (Psychology); Grade 5; At Risk Students + Suchen Sie Ihr Suchwort? Leseunterricht; Leseverstehen; Unterrichtserfolg; Wortschatzarbeit; Morphology; Morphologie; Training; Transfer; Ausbildung; Merkfähigkeit; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01