This study explores the effectiveness of integrating morphological instruction within comprehension strategy instruction. Participants were 203 students (N = 117 fifth-grade; 86 sixth-grade) from four urban schools who were randomly assigned to the intervention (N = 110; morphological problem-solving within comprehension strategy instruction) or comparison condition (N = 90; comprehension strategy instruction). All students received four thirty-minute small-group guided reading sessions involving comprehension strategy instruction with students in the intervention also learning about morphological problem-solving. Results suggested the intervention versus comparison instruction was moderately more effective at supporting multiple choice and self-perceived vocabulary knowledge (g = 0.41, g = 0.47) and also morphological awareness via generation of morphologically related words (per word g = 0.51; total g = 0.69). No significant differences were noted for other literacy outcomes such as reading comprehension and word reading fluency. Interactions between intervention status and pretest scores for self-perceived vocabulary knowledge and generation of morphologically related words indicated that while the intervention was effective for all, it was particularly helpful for readers with lower pretest scores. An interaction between language background and total number of morphologically related words generated suggested that the intervention was particularly supportive of language minority youth. Implications are discussed.
Reading and Writing – Springer Journals
Published: Sep 3, 2015
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