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Morphological Intervention for Students With Limited Vocabulary Knowledge: Short‐ and Long‐Term Transfer Effects.

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Title: Morphological Intervention for Students With Limited Vocabulary Knowledge: Short‐ and Long‐Term Transfer Effects.
Authors: Gellert, Anna S.1 agellert@hum.ku.dk, Arnbak, Elisabeth2 elisabetharnbak@gmail.com, Wischmann, Signe1 signe@wischmann.dk, Elbro, Carsten1 ce@hum.ku.dk
Source: Reading Research Quarterly (John Wiley & Sons, Inc.). Jul2021, Vol. 56 Issue 3, p583-601. 19p. 1 Diagram, 6 Charts.
Subject Terms: *Vocabulary, *Reading comprehension, *Reading, *Theory of knowledge, Morphology, Morphemics
Abstract: Students with limited vocabulary knowledge are at high risk for reading comprehension difficulties. Previous studies have found that teaching morphology may support vocabulary growth. In the present study, the authors aimed to replicate and extend these findings by investigating both immediate and long‐term transfer effects to untaught words and untaught pseudowords with well‐known root morphemes. Fifth‐grade students (N = 332) were randomly assigned to a morphological intervention, an alternative vocabulary intervention, or a control condition. The morphological intervention was found to produce large short‐term effects with respect to the students' abilities to segment and explain both taught and untaught words containing taught morphemes, and medium effects on explanations of likely meanings of pseudowords with well‐known root morphemes. Medium to large effects were still present 10 months later with taught words and transfer words. Training had a small effect on reading comprehension with trained words but no effect on standard measures of reading comprehension or vocabulary. [ABSTRACT FROM AUTHOR]
Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Morphological Intervention for Students With Limited Vocabulary Knowledge: Short‐ and Long‐Term Transfer Effects.
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  Data: <searchLink fieldCode="AR" term="%22Gellert%2C+Anna+S%2E%22">Gellert, Anna S.</searchLink><relatesTo>1</relatesTo><i> agellert@hum.ku.dk</i><br /><searchLink fieldCode="AR" term="%22Arnbak%2C+Elisabeth%22">Arnbak, Elisabeth</searchLink><relatesTo>2</relatesTo><i> elisabetharnbak@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Wischmann%2C+Signe%22">Wischmann, Signe</searchLink><relatesTo>1</relatesTo><i> signe@wischmann.dk</i><br /><searchLink fieldCode="AR" term="%22Elbro%2C+Carsten%22">Elbro, Carsten</searchLink><relatesTo>1</relatesTo><i> ce@hum.ku.dk</i>
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  Data: <searchLink fieldCode="JN" term="%22Reading+Research+Quarterly+%28John+Wiley+%26+Sons%2C+Inc%2E%29%22">Reading Research Quarterly (John Wiley & Sons, Inc.)</searchLink>. Jul2021, Vol. 56 Issue 3, p583-601. 19p. 1 Diagram, 6 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Theory+of+knowledge%22">Theory of knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Morphology%22">Morphology</searchLink><br /><searchLink fieldCode="DE" term="%22Morphemics%22">Morphemics</searchLink>
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  Data: Students with limited vocabulary knowledge are at high risk for reading comprehension difficulties. Previous studies have found that teaching morphology may support vocabulary growth. In the present study, the authors aimed to replicate and extend these findings by investigating both immediate and long‐term transfer effects to untaught words and untaught pseudowords with well‐known root morphemes. Fifth‐grade students (N = 332) were randomly assigned to a morphological intervention, an alternative vocabulary intervention, or a control condition. The morphological intervention was found to produce large short‐term effects with respect to the students' abilities to segment and explain both taught and untaught words containing taught morphemes, and medium effects on explanations of likely meanings of pseudowords with well‐known root morphemes. Medium to large effects were still present 10 months later with taught words and transfer words. Training had a small effect on reading comprehension with trained words but no effect on standard measures of reading comprehension or vocabulary. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/rrq.325
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      – Code: eng
        Text: English
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      – SubjectFull: Vocabulary
        Type: general
      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Reading
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      – SubjectFull: Theory of knowledge
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      – SubjectFull: Morphology
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      – SubjectFull: Morphemics
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      – TitleFull: Morphological Intervention for Students With Limited Vocabulary Knowledge: Short‐ and Long‐Term Transfer Effects.
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            NameFull: Gellert, Anna S.
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            NameFull: Arnbak, Elisabeth
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            NameFull: Wischmann, Signe
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            NameFull: Elbro, Carsten
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            – D: 01
              M: 07
              Text: Jul2021
              Type: published
              Y: 2021
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