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Use of a Graphic Organiser as a Pedagogical Instrument for the Sustainable Development of EFL Learners’ English Reading Comprehension
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In: Sustainability; Volume 13; Issue 24; Pages: 13748 (2021)
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| 22 |
Parental Book-Reading to Preterm Born Infants in NICU: The Effects on Language Development in the First Two Years
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In: International Journal of Environmental Research and Public Health ; Volume 18 ; Issue 21 (2021)
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Sensitivity towards Thematic and Taxomic Relatedness Throughout Childhood: When does the Thematic Preference subside? ...
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A Morphological Awareness-based Intervention for Struggling Readers
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Abstract:
Morphological awareness is the awareness of and ability to manipulate the smallest units of meaning in words, and it enables children to identify meaningful units in words. Studies have shown morphological awareness predicts and affects word reading (Kirby et al., 2012), reading comprehension (Deacon, Tong, & Francis, 2017; Carlisle & Fleming, 2003), vocabulary (McBride-Chang et al., 2005), and spelling (Deacon & Bryant, 2006; Deacon, et al., 2009). Recent meta-analyses have found that morphological awareness intervention benefits at-risk and struggling readers, leading to gains in phonological awareness and morphological awareness, as well as gains in word reading, spelling, and reading comprehension (Bowers, Kirby, & Deacon, 2010; Carlisle, 2010; Goodwin & Ahn, 2010; 2013; Reed, 2008), with larger effects when in conjunction with other types of literacy intervention (phonological awareness, letter knowledge, and vocabulary). This study assesses the effects of a morphological awareness-based intervention for students with dyslexia to improve word reading and spelling. This study employed a wait-list control group design and assessed all 24 students before and after the intervention which consisted of direct instruction on morphological awareness and its application to reading, spelling and vocabulary. Data were analyzed with t-tests, repeated measures ANOVAS and ANCOVA. The results showed that the sample met the criteria for a learning disability in reading, and that the experimental group showed larger gains than the control group on the following outcome measures: Word Analogy, Sentence Completion Derivation, Morphological Decoding, Morphological Analysis, and Morphological Spelling. There were no significant effects on word reading (fluency and accuracy), or on standardized spelling. Gains in morphological processing, particularly in decoding and analysis, strengthen the foundation for literacy gains and are encouraging in that they lend themselves to predictions that, with more instructional time, results might have shown medium to far transfer of knowledge. These findings align with the perspective that morphology is a binding agent among orthography, semantics, and phonology, and offers many direct and indirect pathways to literacy development (Levesque et al., 2020). ; M.Ed.
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Keyword:
Decoding and Analysis; Dyslexia; Literacy Development; Morphological Awareness; Spelling; Word Reading
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URL: http://hdl.handle.net/1974/28964
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| 25 |
International assessment of low reading proficiency in the adult population: A question of components or lower rungs?
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In: International Review of Education ; 66 ; 2-3 ; 267-288 ; Special issue on Literacy and numeracy: Global and comparative perspectives (2021)
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| 26 |
El desarrollo de las habilidades narrativas en niños: una revisión sistemática de la literatura
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| 27 |
Online extensive reading in an EFL context: Investigating reading fluency and perceptions
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Bui, Tuan; Macalister, John. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021
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| 28 |
Understanding How Fourth-Grade Readers Monitor for, Identify, Clarify and Justify Unknown Words and Phrases
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BORN OR MADE: PROBLEMS OF PROSE STYLE & STYLISTIC IMPROVABILITY AT THE SENTENCE LEVEL, AN INTERDISCIPLINARY APPROACH
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| 30 |
L2 reading and vocabulary development as a result of a Study Abroad experience
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In: TDX (Tesis Doctorals en Xarxa) (2021)
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| 31 |
Morphological Awareness Instruction for ESL Students’ Vocabulary Development and Reading Comprehension
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In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 1, Pp 41-51 (2021) (2021)
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| 32 |
A study of the differences among EFL/ESL methods for reading Comprehension and language awareness
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 9-24 (2021)
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| 33 |
La influencia de la familiaridad subjetiva en la lectura y escritura de palabras en estudiantes de escuela primaria de Medellín
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In: Lingüística y Literatura, ISSN 0120-5587, null 42, Nº. 80, 2021 (Ejemplar dedicado a: Vol. 42, 80 (2021): JULY-DECEMBER, 2021), pags. 169-186 (2021)
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Scale of Perception and Analysis of Reading Fluency - SOLAR: usability and consistency
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In: Revista CEFAC, Vol 23, Iss 6 (2021) (2021)
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| 35 |
Etymologies of Chinese Hànzì and Japanese Kanji: Explanations on Liùshū 六書 and Rikusho 六書
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In: Chinese Language Teaching Methodology and Technology (2020)
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| 36 |
Attention extends beyond single words in beginning readers
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In: ISSN: 1943-3921 ; EISSN: 1943-393X ; Attention, Perception, and Psychophysics ; https://hal.archives-ouvertes.fr/hal-03396336 ; Attention, Perception, and Psychophysics, Springer Verlag, 2020, 83, pp.238 - 246. ⟨10.3758/s13414-020-02184-y⟩ (2020)
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Influences of the early family environment and long-term vocabulary development on the structure of white matter pathways: A longitudinal investigation
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In: ISSN: 1878-9293 ; EISSN: 1878-9307 ; Developmental Cognitive Neuroscience ; https://hal.archives-ouvertes.fr/hal-02971250 ; Developmental Cognitive Neuroscience, Elsevier, 2020, 42, pp.100767. ⟨10.1016/j.dcn.2020.100767⟩ (2020)
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Literacy in development discourse and practice: Comparative studies in Indonesia
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Boosting language skills of ELLs through dramatization and movement
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In: The Reading Teacher, vol 67, iss 3 (2020)
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Learning to Read and Dyslexia: From Theory to Intervention Through Personalized Computational Models
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In: ISSN: 0963-7214 ; EISSN: 1467-8721 ; Current Directions in Psychological Science ; https://hal-amu.archives-ouvertes.fr/hal-02566111 ; Current Directions in Psychological Science, Association for Psychological Science, 2020, pp.096372142091587. ⟨10.1177/0963721420915873⟩ (2020)
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