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The Effect of Morphological Instruct...

Bacigalupo, Tracy A.

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The Effect of Morphological Instruction on Student Word Recognition and Vocabulary Development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effect of Morphological Instruction on Student Word Recognition and Vocabulary Development./
Author:	Bacigalupo, Tracy A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	121 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
Subject:	Linguistics. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22616262
ISBN:	9781658425179

The Effect of Morphological Instruction on Student Word Recognition and Vocabulary Development.
Bacigalupo, Tracy A.

The Effect of Morphological Instruction on Student Word Recognition and Vocabulary Development. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 121 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (Ph.D.)--St. John's University (New York), 2019.

This item must not be sold to any third party vendors.

Academic vocabulary has become a focus of all classrooms but especially content area classrooms. This places an additional burden on diverse learners such as students with learning disabilities and English Learners (ELs). A majority of the words encountered in third grade and beyond contain some type of morphological structure (Nagy & Anderson, 1984) which requires direct instruction in these skills. These demands are compounded for struggling readers and ELs. This mixed-method, quasi-experimental study focused on the effect of morphological instruction on word recognition and vocabulary development of students in grades three through five from multi-ethnic, inner-city schools. It also examined the role of teacher knowledge of morphology on classroom instruction. Teachers were surveyed regarding their knowledge of morphology. Teacher participants then received professional development in the area of morphology and morphology instruction which included a demonstration of the intervention lessons. Simultaneously, 221 student participants were pretested using the Extract the Base Test. Student participants then received intervention lessons for a period of six weeks. Following the intervention, student participants were posttested. The 12 teacher participants also participated in a focus group regarding their knowledge and intervention experience.Data was analyzed and the results indicated that there was a growth in scores for 120 of the 221 students who received the intervention. This study is relevant as recent data shows that third graders have difficulty syllabicating multi-syllabic words. While phonics is sometimes taught in elementary classrooms, morphology instruction is often overlooked. This study shows the importance of morphology instruction in every classroom.

ISBN: 9781658425179Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

Academic language

The Effect of Morphological Instruction on Student Word Recognition and Vocabulary Development.
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300 $a 121 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
500 $a Advisor: Guastello, E. Francine.
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506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Academic vocabulary has become a focus of all classrooms but especially content area classrooms. This places an additional burden on diverse learners such as students with learning disabilities and English Learners (ELs). A majority of the words encountered in third grade and beyond contain some type of morphological structure (Nagy & Anderson, 1984) which requires direct instruction in these skills. These demands are compounded for struggling readers and ELs. This mixed-method, quasi-experimental study focused on the effect of morphological instruction on word recognition and vocabulary development of students in grades three through five from multi-ethnic, inner-city schools. It also examined the role of teacher knowledge of morphology on classroom instruction. Teachers were surveyed regarding their knowledge of morphology. Teacher participants then received professional development in the area of morphology and morphology instruction which included a demonstration of the intervention lessons. Simultaneously, 221 student participants were pretested using the Extract the Base Test. Student participants then received intervention lessons for a period of six weeks. Following the intervention, student participants were posttested. The 12 teacher participants also participated in a focus group regarding their knowledge and intervention experience.Data was analyzed and the results indicated that there was a growth in scores for 120 of the 221 students who received the intervention. This study is relevant as recent data shows that third graders have difficulty syllabicating multi-syllabic words. While phonics is sometimes taught in elementary classrooms, morphology instruction is often overlooked. This study shows the importance of morphology instruction in every classroom.
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