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Morphological Word Chunking vs Syllable Types: Understanding the Effectiveness of Two Approaches to Polysyllabic Word Reading Instruction for Middle School Struggling Readers

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Title: Morphological Word Chunking vs Syllable Types: Understanding the Effectiveness of Two Approaches to Polysyllabic Word Reading Instruction for Middle School Struggling Readers
Language: English
Authors: Louden, Perry F.
Source: ProQuest LLC. 2019Ph.D. Dissertation, Middle Tennessee State University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 92
Publication Date: 2019
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Middle School Students, Reading Difficulties, Morphology (Languages), Word Study Skills, Syllables, Reading Instruction, Instructional Effectiveness, Word Recognition, Reading Fluency, Reading Programs, Response to Intervention, Reading Strategies, Reading Improvement
Abstract: Middle school is often the last place where students are taught basic reading skills such as phonology, morphology, fluency, and comprehension before they move on to high school where reading is predominately focused on understanding, analysis, application and evaluation of content area material. In addition, middle school students are exposed to texts with complex structure and an increasing number of multisyllabic words. RTI has attempted to close the gaps for struggling readers, with the goal of bring them closer to grade level. This study focused on whether intensive multi-syllabic word interventions in middle school improve low-frequency word recognition skills and reading fluency. Two alternative word reading programs were examined for their effectiveness with middle school struggling students. One program was phonological based and focused on teaching syllable types while the other program was morphological based and focused on teaching word chunking strategies. The duration of each program was 4 weeks long in order to keep it in line with current interventions used in a RTI setting. Despite a large amount of previous research confirming the merits of both phonological syllable type and morphological word chunking strategies, the results of this study were mixed, with none of the research questions being confirmed. However, effect sizes suggested interesting trends regarding the potential benefits of an intervention based on syllable types. Implications for current approaches of middle school short intensive RTI tier programs are discussed. In particular, some middle school RTI research is showing a trend towards a longer RTI program with the goal of making struggling students more proficient readers over the long term of a full school year or even several years instead of several short tier level movements within a single school year. Future research should not only focus on the best strategies for middle school students struggling with reading such as phonology and morphology, but moreover, how to best implement RTI over time to give these students the best possible future. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2019
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:13859486
Accession Number: ED598513
Database: ERIC
FullText Text:
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  Data: Morphological Word Chunking vs Syllable Types: Understanding the Effectiveness of Two Approaches to Polysyllabic Word Reading Instruction for Middle School Struggling Readers
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  Data: <searchLink fieldCode="SO" term="%22ProQuest+LLC%22"><i>ProQuest LLC</i></searchLink>. 2019Ph.D. Dissertation, Middle Tennessee State University.
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  Data: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
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  Data: Dissertations/Theses - Doctoral Dissertations
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  Data: <searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Morphology+%28Languages%29%22">Morphology (Languages)</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Study+Skills%22">Word Study Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Syllables%22">Syllables</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Programs%22">Reading Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Response+to+Intervention%22">Response to Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Improvement%22">Reading Improvement</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Middle school is often the last place where students are taught basic reading skills such as phonology, morphology, fluency, and comprehension before they move on to high school where reading is predominately focused on understanding, analysis, application and evaluation of content area material. In addition, middle school students are exposed to texts with complex structure and an increasing number of multisyllabic words. RTI has attempted to close the gaps for struggling readers, with the goal of bring them closer to grade level. This study focused on whether intensive multi-syllabic word interventions in middle school improve low-frequency word recognition skills and reading fluency. Two alternative word reading programs were examined for their effectiveness with middle school struggling students. One program was phonological based and focused on teaching syllable types while the other program was morphological based and focused on teaching word chunking strategies. The duration of each program was 4 weeks long in order to keep it in line with current interventions used in a RTI setting. Despite a large amount of previous research confirming the merits of both phonological syllable type and morphological word chunking strategies, the results of this study were mixed, with none of the research questions being confirmed. However, effect sizes suggested interesting trends regarding the potential benefits of an intervention based on syllable types. Implications for current approaches of middle school short intensive RTI tier programs are discussed. In particular, some middle school RTI research is showing a trend towards a longer RTI program with the goal of making struggling students more proficient readers over the long term of a full school year or even several years instead of several short tier level movements within a single school year. Future research should not only focus on the best strategies for middle school students struggling with reading such as phonology and morphology, but moreover, how to best implement RTI over time to give these students the best possible future. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 92
    Subjects:
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Morphology (Languages)
        Type: general
      – SubjectFull: Word Study Skills
        Type: general
      – SubjectFull: Syllables
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Word Recognition
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Reading Programs
        Type: general
      – SubjectFull: Response to Intervention
        Type: general
      – SubjectFull: Reading Strategies
        Type: general
      – SubjectFull: Reading Improvement
        Type: general
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      – TitleFull: Morphological Word Chunking vs Syllable Types: Understanding the Effectiveness of Two Approaches to Polysyllabic Word Reading Instruction for Middle School Struggling Readers
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