Integrated morphological awareness intervention as a tool for improving literacy.

@article{Kirk2009IntegratedMA,
  title={Integrated morphological awareness intervention as a tool for improving literacy.},
  author={Cecilia J. Kirk and Gail Gillon},
  journal={Language, speech, and hearing services in schools},
  year={2009},
  volume={40 3},
  pages={
          341-51
        }
}
  • Cecilia J. Kirk, G. Gillon
  • Published 2009
  • Psychology, Medicine, Computer Science
  • Language, speech, and hearing services in schools
PURPOSE This study evaluated the effects of an intervention program aimed to improve reading and spelling ability through instruction in morphological awareness together with other forms of linguistic awareness, including knowledge of phonology, orthography, syntax, and semantics. METHOD Sixteen children aged between 8;07 (years;months) and 11;01 who demonstrated specific spelling difficulties were randomly assigned to either an experimental or a control group. Participants received an… Expand
The Effects of Morphological Awareness Training on Reading, Spelling, and Vocabulary Skills
This study was designed to examine the effects of an intervention program aimed at improving reading, spelling, and vocabulary skills through linguistically explicit instruction in morphologicalExpand
How Effective Is Morphological Awareness Instruction on Early Literacy Skills
The present study examined whether morphological awareness instruction in Kindergarten classrooms contributes to the improvement of young children’s early literacy skills (e.g., morphological andExpand
Relative effectiveness of phonological and morphological awareness training on L2 word reading in EFL children
TLDR
Results indicated that both intervention programs significantly improved posttest word reading to a similar extent, irrespective of word type and word structure, but only the phonological training program yielded a significantly better effect on the posttest L2 word reading than the regular instruction. Expand
The Effects of a Multilinguistic Morphological Awareness Approach for Improving Language and Literacy
The purpose of this study was to examine the effectiveness of a multilinguistic intervention to improve reading and spelling in primary grade students who struggle with literacy. Twenty second-gradeExpand
The Role of Phonological versus Morphological Skills in the Development of Arabic Spelling: An Intervention Study
TLDR
The results showed that both intervention programs were successful in promoting children’s spelling skills in both groups, and older poor readers showed a stronger response to the morphological intervention than the older skilled readers. Expand
Cultivating morphological awareness improves reading skills in fifth-grade Hebrew readers
Abstract The effectiveness of an intervention program aimed at improving morphological awareness was evaluated in Hebrew-speaking poor readers in Grade 5. The 12-week intervention in small groupsExpand
A Meta-Analysis of Morphological Interventions in English: Effects on Literacy Outcomes for School-Age Children
The purpose of this study is to examine the effects of morphological instruction on language and literacy outcomes by synthesizing 92 standardized mean differences (d) from 30 independent studies.Expand
Collecting Words: A Clinical Example of a Morphology-Focused Orthographic Intervention.
TLDR
A relatively novel approach to teaching morphology that considers its role as the key organizing principle of English orthography is described, and a clinical example of such an intervention delivered during a summer camp at a university speech and hearing clinic is presented. Expand
The Effects of Morphological Instruction on Literacy Skills
The authors reviewed all peer-reviewed studies with participants from preschool to Grade 8 for this meta-analysis of morphological interventions. They identified 22 applicable studies. InstructionalExpand
Morphological Awareness Intervention: Improving Spelling, Vocabulary, and Reading Comprehension for Adult Learners.
  • Kathryn E. Bangs, K. Binder
  • Computer Science, Medicine
  • Journal of research and practice for adult literacy, secondary, and basic education
  • 2016
TLDR
A novel approach to a literacy intervention that focuses on morphemes, which are the smallest meaningful units contained in words, is described, arguing that if you teach learners that big words are comprised of smaller components, you will provide those students with the skills to figure out the meanings of new words. Expand
...
1
2
3
4
5
...

References

SHOWING 1-10 OF 17 REFERENCES
Theory-Guided Spelling Assessment and Intervention: A Case Study.
TLDR
Results of the case study suggest that assessment and intervention procedures guided by theory and research can lead speech-language pathologists to effective participation in aspects of spelling remediation. Expand
MORPHOLOGY MATTERS IN LEARNING TO READ: A COMMENTARY
This paper provides a review of current research on the relevance of morphological awareness to reading and reading instruction. On the assumption that many educators are relatively unfamiliar withExpand
Defining phonological awareness and its relationship to early reading.
Phonological awareness (PA) has been operationally defined by many different tasks, and task comparisons have been confounded by differing levels of linguistic complexity among items. A sample of 113Expand
Longitudinal Studies of Phonological Processing and Reading
TLDR
The last 20 years of research have produced a broad variety of converging evidence that at least three kinds of phonological processing skills are positively related to individual differences in the rate at which beginning reading skills are acquired. Expand
Deriving Word Meanings through Morphological Generalization.
IN THIS STUDY the extent to which morphological generalization can account for increases in vocabulary size was investigated. Focusing specifically on morphological generalization with derivationalExpand
The Effects of Explicit-Strategy and Whole-Language Instruction on Students’ Spelling Ability
AbstractThe authors explored whether explicit-strategy instruction combined with whole-language instruction would improve third-grade students’ spelling more than either explicit-strategy instructionExpand
Reading complex words : cross-language studies
TLDR
This work studies the effects of morphological structure on children's reading of derived words in English and a supralexical model for French derivational morphology in beginning readers. Expand
Strategy development and learning to spell new words: generalization of a process.
TLDR
This research provides support for the generalizability of the overlapping waves model to nonalgorithmic domains and demonstrates parallels between children and adults in learning to spell new words. Expand
WORD SORTING: A DEVELOPMENTAL SPELLING APPROACH TO WORD STUDY FOR DELAYED READERS
This article presents an approach to word study instruction, wordsorting, that is based on recent spelling research. The first section reviews findings from research that support the conceptual andExpand
Linking Morphological Knowledge to English Decoding Ability: Large Effects of Little Suffixes
It has long been known that an awareness of how letters correspond to speech sounds (or phones) is crucial for a child to learn to read English (Adams, 1990; Bradley & Bryant, 1985; Liberman, 1982;Expand
...
1
2
...