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ABSTRACTS This study explored the effects of instruction in morphemic analysis (select prefixes) and contextual analysis (select context clue types). Four classes of fifth‐grade students were assigned to a morphemiconly, context‐only, or combined morphemic‐context experimental group or to an instructed control group. Following twelve 50‐minute lessons, students were tested on their ability to recall the meanings of words used to teach the morphemic and contextual analysis skills (lesson words), to infer the meanings of uninstructed words that contained taught morphemic elements or words that were embedded in text that included taught context clues (transfer words), and to comprehend text containing transfer words. The results indicated that (a) there was an immediate and delayed effect of morphemic and contextual analysis instruction for lesson words; (b) there was an immediate effect of morphemic and contextual analysis instruction for transfer words; (c) there was no evidence that instruction in morphemic or contextual analysis, either in isolation or combination, enhanced students' text comprehension; and, (d) students were generally just as effective at inferring word meanings when the morphemic and contextual analysis instruction was provided in combination as when the instruction was provided separately. Este estudio exploró los efectos de la enseñanza de análisis morfológico (seleccionar prefijos) yanálisis contextual (seleccionar pistas contextuales). Cuatro cursos de estudiantes de quinto grado fueron asignados a tres grupos experimentales: morfológico, contextual o morfológico‐contextualcombinado, o a un grupo de control. Luego de 12 clases de 20 minutos, se evaluó a los estudiantes en la capacidad para recordar los significados de las palabras usadas para enseñar habilidadesde análisis morfológico y contextual (palabras de la lección), para inferir los significados de palabras no enseñadas que contenían elementos morfológicos ya vistoso palabras contenidas en textos que incluían pistas contextuales enseñadas (palabras de transferencia) y por último, comprender textos que contenían palabras de transferencia. Los resultados indicaron que (a) hubo un efecto inmediato y diferido de la enseñanza de análisis morfológico y contextual para las palabras de la lección, (b) hubo un efectoinmediato de la enseñanza de análisis morfológico y contextual para las palabras de transferencia, (c) no se obtuvo evidencia de que la enseñanza de análisis morfológicoo contextual, ya sea en forma aislada o combinada, mejorara la comprensión de textos y (d) los estudiantes fueron igualmente eficaces para inferir los significados de las palabras cuando la enseñanzade análisis morfológico y contextual se impartió en forma aislada, que cuando se realizó en forma combinada. Diese Studie untersuchte die Unterrichtsauswirkungen in morphemischerAnalyse (Vorwort‐Auswahl) und kontextualer Analyse (Kontexthinweis‐Auswahl). Vier Klassen der fünften Stufe wurden entweder nur morphemischen, nur kontextualen, oder einer kombiniert morphemisch‐kontextualenExperimentier‐Gruppe oder einer Anweisungen befolgenden Kontrollgruppe zugeteilt. Nach 12 jeweils 50‐Minuten dauernden Unterrichtsstunden wurden die Schüler auf ihre Fähigkeit überprüft, sich an Bedeutung und Sinn der zuvor im Unterricht benutzten morphemischen und kontextualen Analysekenntnisse (Unterrichtswörter) zu erinnern, auf die Bedeutung nicht erklärter Wörter zuschließen, welche die unterrichteten morphemischen Elemente enthielten, oder die im Text verankerten Wörter, die unterrichtete Zusammenhangshinweise (Transferwörter) enthielten, zu erkennenund Text mit Transferwörter inhaltlich zu verstehen. Die Ergebnisse ließen darauf schließen, daß (a) es einen sofortigen und verzögerten Effekt der morphemischen und kontextualenAnalyseanweisung für Unterrichtswörter gab; (b) es einen Sofort‐Effekt der morphemischen und kontextualen Analyseanweisung für Transferwörter gab; (c) es keinen Beweis gab, daßdie Anweisung in morphemischer oder kontextualer Analyse entweder in der Isolation oder als Kombination das Textverständnis der Schüler verbesserte; und, (d) die Schüler allgemein ebensoerfolgreich beim Einfügen von Wortbedeutungen waren, wenn die morphemische und kontextuale Analyseanweisung als Kombination vorgegeben wurde, genau wie bei der separaten Vorgabe der Anweisung. Cette étude explore les effets de l'enseignement de l'analyse morphémique (sélection de préfixes) et de l'analyse contextuelle (sélection de types d'indices de contexte). Ona assigné quatre classes de d'élèves de 5° année à un groupe expérimental, soit morphémique uniquement, soit contextuel uniquement, soit présentantune combinaison de morphémique et de contextuel, soit à un groupe contrôle avec enseignement. Après 12 leçons de 50 minutes, les élèves ont ététestés sur leur capacité à rappeler la signification des mots utilisés pour enseigner les compétences d'analyse morphémique et contextuelle (mots des leçons),à inférer la signification de mots non enseignés mais contenant des éléments morphémiques ou de mots insérés dans un texte comportant les indicescontextuels en seignés (mots transfert), et de comprendre un texte contenant les mots transfert. Les résultats montrent a) un effet immédiat et différé de l'enseignementde l'analyse morphémique et contextuelle pour les mots des leçons; b) un effet immédiat de l'enseignement de l'analyse morphémique et contextuelle pour les mots transfert; c)qu'il n'y a pas de preuve que l'enseignement de l'analyse morphémique et contextuelle, isolée ou combinée, facilite la compréhension de texte par les élèves; et, d) que les élèves sont en général aussi efficaces pour inférer la signification de mots après un enseignement de l'analyse morphémique et contextuelle conduitde façon isolément qu'en combinaison.
Reading Research Quarterly – Wiley
Published: Apr 6, 2002
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