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Morphemic Analysis as Imagined by Developmental Reading Textbooks: A Content Analysis of a Textbook Corpus

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Title: Morphemic Analysis as Imagined by Developmental Reading Textbooks: A Content Analysis of a Textbook Corpus
Language: English
Authors: Roth, Daniel
Source: Journal of College Reading and Learning. 2017 47(1):26-44.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Morphemes, Developmental Studies Programs, Reading Instruction, Textbooks, Reading Strategies, Metacognition, Content Analysis, Vocabulary Development, College Students, Teaching Methods, Reliability, Textbook Content, Semantics, English, Lexicology, Morphology (Languages), Difficulty Level, Hypothesis Testing, Data Analysis
DOI: 10.1080/10790195.2016.1218807
ISSN: 1079-0195
Abstract: Although vocabulary instruction is a pressing need for postsecondary reading instructors, a minimal amount of current postsecondary scholarship addresses this need, and almost no current scholarship addresses the textbook tradition of morphemic analysis (MA). The present article reviews the literature on MA instruction and argues for teaching MA as a flexible strategy where students have metacognitive awareness of its workings/limitations. To investigate how textbooks teach MA, the present study applied qualitative content analysis to a corpus of widely adopted textbooks. Results show that textbooks generally favored the more flexible/metacognitive approach. It is concluded that textbooks are fairly well-informed by current scholarship on MA, but they need to explicitly state that MA does not work reliably and provide more exercises in which students practice applying MA to longer, more authentic texts.
Abstractor: As Provided
Number of References: 42
Entry Date: 2016
Accession Number: EJ1115313
Database: ERIC
FullText Text:
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  Data: Morphemic Analysis as Imagined by Developmental Reading Textbooks: A Content Analysis of a Textbook Corpus
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: 19
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  Data: <searchLink fieldCode="DE" term="%22Morphemes%22">Morphemes</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Studies+Programs%22">Developmental Studies Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Reliability%22">Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Textbook+Content%22">Textbook Content</searchLink><br /><searchLink fieldCode="DE" term="%22Semantics%22">Semantics</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Lexicology%22">Lexicology</searchLink><br /><searchLink fieldCode="DE" term="%22Morphology+%28Languages%29%22">Morphology (Languages)</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Hypothesis+Testing%22">Hypothesis Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Analysis%22">Data Analysis</searchLink>
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  Data: 10.1080/10790195.2016.1218807
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  Data: 1079-0195
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Although vocabulary instruction is a pressing need for postsecondary reading instructors, a minimal amount of current postsecondary scholarship addresses this need, and almost no current scholarship addresses the textbook tradition of morphemic analysis (MA). The present article reviews the literature on MA instruction and argues for teaching MA as a flexible strategy where students have metacognitive awareness of its workings/limitations. To investigate how textbooks teach MA, the present study applied qualitative content analysis to a corpus of widely adopted textbooks. Results show that textbooks generally favored the more flexible/metacognitive approach. It is concluded that textbooks are fairly well-informed by current scholarship on MA, but they need to explicitly state that MA does not work reliably and provide more exercises in which students practice applying MA to longer, more authentic texts.
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  Data: 2016
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  Data: EJ1115313
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1115313
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      – Text: English
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      – SubjectFull: Developmental Studies Programs
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      – SubjectFull: Reading Instruction
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      – SubjectFull: Teaching Methods
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      – TitleFull: Morphemic Analysis as Imagined by Developmental Reading Textbooks: A Content Analysis of a Textbook Corpus
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