Effectiveness of word solving: Integrating morphological problem-solving within comprehension instruction for middle school students

Effectiveness of word solving: Integrating morphological problem-solving within comprehension... 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Effectiveness of word solving: Integrating morphological problem-solving within comprehension instruction for middle school students

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Publisher
Springer Netherlands
Copyright
Copyright © 2015 by Springer Science+Business Media Dordrecht
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-015-9581-0
Publisher site
See Article on Publisher Site

Abstract

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.

Journal

Reading and WritingSpringer Journals

Published: Sep 3, 2015

References

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