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Digging deeper to unpack the current trends of teachers' morphology content and pedagogical knowledge.

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Title: Digging deeper to unpack the current trends of teachers' morphology content and pedagogical knowledge.
Authors: Dilgard, Cortney1 (AUTHOR) cdilgard@ua.edu, Hodges, Tracey S.2 (AUTHOR)
Source: Reading & Writing. May2026, Vol. 39 Issue 5, p1785-1806. 22p.
Subject Terms: *Pedagogical content knowledge, *Elementary education, *Morphology (Grammar), *Teacher competencies, *Literacy education, *Teacher education, Morphology, Morphemics
Abstract: As students enter upper elementary grades, they encounter multisyllabic words and increasingly complex disciplinary vocabulary which is often multimorphemic. Even though students can benefit from instruction to decode and understand these complex words, previous teacher knowledge research that focused on general literacy knowledge has shown that teachers may lack the morphological knowledge to teach these complex word structures. Little research has been done to deeply understand the trends of teachers' morphology knowledge. To address this gap, the present cross-sectional survey study investigated trends in teacher morphology knowledge by answering the following research questions: (1) What knowledge do teachers demonstrate in relation to morphology content knowledge? (2) What knowledge do teachers demonstrate in relation to morphology pedagogical content knowledge? (3) What is the association between morphology CK and PCK? Results show that trends may exist related to teachers' CK and PCK, including difficulty in analyzing the morphological structure of words with less familiar morphemes and using strategies for teaching morphology. These trends indicate that teachers may need support for applying morphology CK and PCK to plan and deliver instruction. [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.)
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  Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. May2026, Vol. 39 Issue 5, p1785-1806. 22p.
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  Data: As students enter upper elementary grades, they encounter multisyllabic words and increasingly complex disciplinary vocabulary which is often multimorphemic. Even though students can benefit from instruction to decode and understand these complex words, previous teacher knowledge research that focused on general literacy knowledge has shown that teachers may lack the morphological knowledge to teach these complex word structures. Little research has been done to deeply understand the trends of teachers' morphology knowledge. To address this gap, the present cross-sectional survey study investigated trends in teacher morphology knowledge by answering the following research questions: (1) What knowledge do teachers demonstrate in relation to morphology content knowledge? (2) What knowledge do teachers demonstrate in relation to morphology pedagogical content knowledge? (3) What is the association between morphology CK and PCK? Results show that trends may exist related to teachers' CK and PCK, including difficulty in analyzing the morphological structure of words with less familiar morphemes and using strategies for teaching morphology. These trends indicate that teachers may need support for applying morphology CK and PCK to plan and deliver instruction. [ABSTRACT FROM AUTHOR]
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  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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              Text: May2026
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