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The effect of pre-reading morphological intervention on the acquisition and retention of morphologically complex words.

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Title: The effect of pre-reading morphological intervention on the acquisition and retention of morphologically complex words.
Authors: Yuan, Xin1 yxuibe@126.com, Tang, Xuan1 z20180827@ccsu.edu.cn
Source: System. Jul2025, Vol. 131, pN.PAG-N.PAG. 1p.
Subject Terms: *Pre-reading experiences, *Orthography & spelling, English language, Linear statistical models, Analysis of variance
Abstract: The study examined the effect of pre-reading morphological instruction (PRMI) in relation to pre-reading word meaning explanation (PRWME) and reading-only incidental learning (RO) on the development of morphologically complex words. A total of 93 college English learners with matchable vocabulary size in China were randomly assigned to three conditions: PRMI, PRWME and RO. Vocabulary gains were measured in two dimensions: knowledge of orthography and knowledge of form-meaning mapping. Linear mixed-effects model (LMM) and repeated one-way ANOVA indicated that participants in the PRMI condition significantly outperformed those in the PRWME and RO conditions in both acquisition and retention of the aforementioned two dimensions of vocabulary knowledge. Implications of the study were discussed based on the findings of the study. [ABSTRACT FROM AUTHOR]
Copyright of System is the property of Pergamon Press - An Imprint of Elsevier Science 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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  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 185029199
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
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  Label: Title
  Group: Ti
  Data: The effect of pre-reading morphological intervention on the acquisition and retention of morphologically complex words.
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  Data: <searchLink fieldCode="AR" term="%22Yuan%2C+Xin%22">Yuan, Xin</searchLink><relatesTo>1</relatesTo><i> yxuibe@126.com</i><br /><searchLink fieldCode="AR" term="%22Tang%2C+Xuan%22">Tang, Xuan</searchLink><relatesTo>1</relatesTo><i> z20180827@ccsu.edu.cn</i>
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  Data: <searchLink fieldCode="JN" term="%22System%22">System</searchLink>. Jul2025, Vol. 131, pN.PAG-N.PAG. 1p.
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  Data: *<searchLink fieldCode="DE" term="%22Pre-reading+experiences%22">Pre-reading experiences</searchLink><br />*<searchLink fieldCode="DE" term="%22Orthography+%26+spelling%22">Orthography & spelling</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink><br /><searchLink fieldCode="DE" term="%22Linear+statistical+models%22">Linear statistical models</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The study examined the effect of pre-reading morphological instruction (PRMI) in relation to pre-reading word meaning explanation (PRWME) and reading-only incidental learning (RO) on the development of morphologically complex words. A total of 93 college English learners with matchable vocabulary size in China were randomly assigned to three conditions: PRMI, PRWME and RO. Vocabulary gains were measured in two dimensions: knowledge of orthography and knowledge of form-meaning mapping. Linear mixed-effects model (LMM) and repeated one-way ANOVA indicated that participants in the PRMI condition significantly outperformed those in the PRWME and RO conditions in both acquisition and retention of the aforementioned two dimensions of vocabulary knowledge. Implications of the study were discussed based on the findings of the study. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of System is the property of Pergamon Press - An Imprint of Elsevier Science 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:
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    Identifiers:
      – Type: doi
        Value: 10.1016/j.system.2025.103641
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      – Code: eng
        Text: English
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        PageCount: 1
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    Subjects:
      – SubjectFull: Pre-reading experiences
        Type: general
      – SubjectFull: Orthography & spelling
        Type: general
      – SubjectFull: English language
        Type: general
      – SubjectFull: Linear statistical models
        Type: general
      – SubjectFull: Analysis of variance
        Type: general
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      – TitleFull: The effect of pre-reading morphological intervention on the acquisition and retention of morphologically complex words.
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              Text: Jul2025
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              Y: 2025
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              Value: 131
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            – TitleFull: System
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