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Bridging the Literacy Gaps: Examining the Impact of the Morphoread Intervention on the Reading Achievement of Children From Low SES Backgrounds.

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Title: Bridging the Literacy Gaps: Examining the Impact of the Morphoread Intervention on the Reading Achievement of Children From Low SES Backgrounds.
Authors: Vaknin-Nusbaum, Vered
Source: Learning Disabilities Research & Practice (Sage Publications Inc.). Feb2025, Vol. 40 Issue 1, p43-61. 19p.
Subjects: Reading level of students, Socioeconomic status, Morphology, Orthography & spelling, Academic motivation
Abstract: This study examined an intervention program designed to enhance reading comprehension among struggling readers from low socioeconomic backgrounds by improving their understanding of word structure and meaning. Delivered by college education students, the program targeted second-grade students. Change scores in morphological awareness (MA), reading, spelling measures, and reading motivation were compared among the intervention group, a school-based support group, and typical readers. Results showed academic improvements across all groups. Differences were noted in MA and reading measures, with both struggling reader groups showing higher improvement in word reading tests than typical readers. The intervention group outperformed the school-based group in orthographic word recognition, reading comprehension, spelling, and MA. No significant differences were found in reading motivation change scores. However, the intervention group showed better overall improvement in reading and language measures and self-concept as a reader. Findings highlight the importance of MA in enhancing lexical representations and reading acquisition. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disabilities Research & Practice (Sage Publications Inc.) is the property of Sage Publications Inc. 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: Psychology and Behavioral Sciences Collection
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  Data: Bridging the Literacy Gaps: Examining the Impact of the Morphoread Intervention on the Reading Achievement of Children From Low SES Backgrounds.
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  Data: <searchLink fieldCode="JN" term="%22Learning+Disabilities+Research+%26+Practice+%28Sage+Publications+Inc%2E%29%22">Learning Disabilities Research & Practice (Sage Publications Inc.)</searchLink>. Feb2025, Vol. 40 Issue 1, p43-61. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Reading+level+of+students%22">Reading level of students</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+status%22">Socioeconomic status</searchLink><br /><searchLink fieldCode="DE" term="%22Morphology%22">Morphology</searchLink><br /><searchLink fieldCode="DE" term="%22Orthography+%26+spelling%22">Orthography & spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink>
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  Data: This study examined an intervention program designed to enhance reading comprehension among struggling readers from low socioeconomic backgrounds by improving their understanding of word structure and meaning. Delivered by college education students, the program targeted second-grade students. Change scores in morphological awareness (MA), reading, spelling measures, and reading motivation were compared among the intervention group, a school-based support group, and typical readers. Results showed academic improvements across all groups. Differences were noted in MA and reading measures, with both struggling reader groups showing higher improvement in word reading tests than typical readers. The intervention group outperformed the school-based group in orthographic word recognition, reading comprehension, spelling, and MA. No significant differences were found in reading motivation change scores. However, the intervention group showed better overall improvement in reading and language measures and self-concept as a reader. Findings highlight the importance of MA in enhancing lexical representations and reading acquisition. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Learning Disabilities Research & Practice (Sage Publications Inc.) is the property of Sage Publications Inc. 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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        Value: 10.1177/09388982241292310
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        Text: English
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      – SubjectFull: Reading level of students
        Type: general
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      – SubjectFull: Morphology
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      – SubjectFull: Orthography & spelling
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              Text: Feb2025
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