Intensive and explicit derivational morphology training in school-aged children: an effective way to improve morphological awareness, spelling and reading?
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| Title: | Intensive and explicit derivational morphology training in school-aged children: an effective way to improve morphological awareness, spelling and reading? |
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| Authors: | Ardanouy, Estelle1 (AUTHOR) estelle.ardanouy@unige.ch, Zesiger, Pascal1 (AUTHOR), Delage, Hélène1 (AUTHOR) |
| Source: | Reading & Writing. Oct2024, Vol. 37 Issue 8, p2049-2073. 25p. |
| Subject Terms: | *Orthography & spelling, *School children, Word formation (Grammar), Social interaction, Awareness, Generalization |
| Abstract: | Morphological awareness has been shown to contribute to the acquisition of literacy in various languages. The current study focuses on an explicit derivational morphology training program in French-speaking fourth graders with the aim of measuring direct effects on morphological awareness and transfer effects on spelling and reading. The intensive training given in class consisted of (1) learning how to segment words into smaller units and (2) understanding the meaning of affixes in relation to words. Thirty-six children received the morphology training and 34 age-matched participants followed an alternative visuo-semantic training matched for intensity. The results of this pre-post group comparison study show a significant Group by Time interaction: Substantial progress in morphological awareness is observed for the group trained in morphology, on both trained as well as on untrained items. A similar gain was observed for the spelling of morphologically derived words, for trained and untrained words. Both roots and affixes were spelled more accurately. For reading however, we found a learning effect in speed and accuracy on trained words, but no generalization to untrained words. All effects were maintained four months after training. These results highlight the role that morphology plays in children's literacy development. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading & Writing is the property of Springer Nature 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.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 179738324 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Intensive and explicit derivational morphology training in school-aged children: an effective way to improve morphological awareness, spelling and reading? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ardanouy%2C+Estelle%22">Ardanouy, Estelle</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> estelle.ardanouy@unige.ch</i><br /><searchLink fieldCode="AR" term="%22Zesiger%2C+Pascal%22">Zesiger, Pascal</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Delage%2C+Hélène%22">Delage, Hélène</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Oct2024, Vol. 37 Issue 8, p2049-2073. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Orthography+%26+spelling%22">Orthography & spelling</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Word+formation+%28Grammar%29%22">Word formation (Grammar)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Awareness%22">Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Generalization%22">Generalization</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Morphological awareness has been shown to contribute to the acquisition of literacy in various languages. The current study focuses on an explicit derivational morphology training program in French-speaking fourth graders with the aim of measuring direct effects on morphological awareness and transfer effects on spelling and reading. The intensive training given in class consisted of (1) learning how to segment words into smaller units and (2) understanding the meaning of affixes in relation to words. Thirty-six children received the morphology training and 34 age-matched participants followed an alternative visuo-semantic training matched for intensity. The results of this pre-post group comparison study show a significant Group by Time interaction: Substantial progress in morphological awareness is observed for the group trained in morphology, on both trained as well as on untrained items. A similar gain was observed for the spelling of morphologically derived words, for trained and untrained words. Both roots and affixes were spelled more accurately. For reading however, we found a learning effect in speed and accuracy on trained words, but no generalization to untrained words. All effects were maintained four months after training. These results highlight the role that morphology plays in children's literacy development. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading & Writing is the property of Springer Nature 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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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11145-023-10454-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 2049 Subjects: – SubjectFull: Orthography & spelling Type: general – SubjectFull: School children Type: general – SubjectFull: Word formation (Grammar) Type: general – SubjectFull: Social interaction Type: general – SubjectFull: Awareness Type: general – SubjectFull: Generalization Type: general Titles: – TitleFull: Intensive and explicit derivational morphology training in school-aged children: an effective way to improve morphological awareness, spelling and reading? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ardanouy, Estelle – PersonEntity: Name: NameFull: Zesiger, Pascal – PersonEntity: Name: NameFull: Delage, Hélène IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 09224777 Numbering: – Type: volume Value: 37 – Type: issue Value: 8 Titles: – TitleFull: Reading & Writing Type: main |
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