TECHNIQUES FOR PROMOTING
LANGUAGE AND LITERACY
SUCCESS
LAURA GREEN, PH.D.CCC/SLP
TEXAS WOMAN’S UNIVERSITY
JULIE WOLTER, PH.D. CCC/SLP
UTAH STATE UNIVERSITY
Morphological Awareness
Intervention
LGreen@mail.twu.edu
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Morphology extra reading, Apuntes de Idioma Inglés
Asignatura: Morfologia i lèxic de l'anglès, Profesor: Miguel Fuster, Carrera: Estudis Anglesos, Universidad: UV
Tipo: Apuntes
2016/2017
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TEC HNI QUES FOR PR OMOTI NG
L A NG UAG E AND L I TER AC Y
SUC C ESS
L A U R A G R E E N , P H. D. C C C / S L P T E X A S W O M A N ’ S U N I V E R S I T Y
J U L I E W O L T E R , P H. D. C C C / S L P U T A H S T A T E U N I V E R S I T Y
Morphological Awareness
Intervention
Compounding
side walk
fire fighter
lawn mower
book shelf
space suit
cow boy
Morphological Awareness
Morphological awareness can most simply be defined
as “the study of word structure” (Carlisle, 2004)
Involves the ability to manipulate and combine morphemes
Adding suffixes to base words -> readers learn to see words as the sum of these component parts -> able to infer the meaning and pronunciation of unfamiliar words (Green, 2009).
Morphological Awareness:
Impacts Language and Literacy
(Bowers, Kirby, & Deacon, 2010; Carlisle, 1996; 2000; Carlisle 2004; Elbro & Arnback, 1996; Fowler & Liberman, 1995;Goodwin & Ahn, 2010; Reed, 2008; Singson, Mahoney, & Mann, 2000; Windsor, 2000)
Vocabulary
Reading
Writing
Morphological Awareness
Morphology and Vocabulary: Research
Approximately 60% of new words acquired by
school-age children are morphologically complex
(Anglin, 1993).
Morphological awareness treatment resulted in
ability to generalize this strategy to infer meaning in
unknown words (Bauman, Edwards, & Kameenui, 2003;
Baumann, Edwards, Kameenui, & Olejnik, 2002).
Morphology and Reading: The Connection
Decoding ^ Reading Comprehension Morpheme knowledge /spellings
Quick recognition
Efficient Decoding
- tion
“shun”
nation, nutrition, conversation
Morpheme knowledge
Understand vocabulary
Text comprehension
“astronaut” “Ocean”
The oceanaut was interested in knowing more about fish habitats.
“naut”
naut = traveler
Morphology and Writing: The Connection
- Morphemes with different pronunciations in different contexts maintain a constant spelling (sign/signature).
Our writing system is morphologically meaning-based:
For example, consider the following spelling errors: Esere for easier; Carlls for careless; Produst for produced; Counten for counting
- Different morphemes with identical pronunciations spelled differently (bare/bear)
Morphology and Writing: Research
Evidence suggests that children as early as kindergarten and first grade are incorporating their knowledge of base words into their spellings (e.g., Treiman, Cassar, & Zukowski,1994; Treiman & Cassar,1996; Wolter Wood, D’zatko, 2009) and exhibit an emerging knowledge of morphological endings in words (Carlisle, 1996; Carlisle & Nomanbhoy, 1993; Wolter et al., 2009).
Accuracy of use of morphological forms in writing is predictive of reading and spelling performance in third and fourth graders (Green, McCutchen & Schwiebert, 2001).
Morphological Awareness Instruction and
Children with Disabilities
Goodwin & Ahn (2010) conducted a meta-analysis of
17 studies and found that morphological awareness
instruction was effective for children with reading,
learning, or speech and language disabilities.
Bowers et al. (2010) studied 22 research studies and
found that morphological awareness instruction
resulted in increased benefits for children with
literacy deficits. Additionally, this instruction was
more effective when combined with other literacy
instruction.
Morphology, Phonology and Orthography:
Connections for Readers and Writers
Morphology-Phonology: Need to appreciate that
some derivations involve sound changes (e.g.,
magic-magician).
Morphology-Orthography: Need to know the
orthographic patterns onto which meaning is
mapped, also recognizing that some derivations
involve spelling changes (e.g., five-fifth).
Phonology-Orthography: Need to understand that
sounds map onto letters (alphabetic principle) in
order to decode and spell.
Morphological Development of At-Risk Students
In written narratives, of 2nd^ and 3 rd graders with Learning Disabilities, there were significantly fewer morphologically complex words than their typical peers and their use of the forms is less accurate (Carlisle, 1996).
Children with Learning Disabilities and have difficulty learning morphological rules (Wiig, Semel, & Crouse, 1973).
Children with Learning Disabilities tend
to:
Show poorer command of past tense inflections (Moran & Bryne, 1977
Tend to make morphemic errors in writing (Rubin et al., 1991).
Continue to use less mature forms (Windsor, 2000; Curtis, Kutz, & Tallal, 1992).
Morphological Awareness Assessment
- Likely will use non-standardized measures
(Carlisle, 1996):
- Generation task:
- Observant: I need to ______ for my class.
- Magic: David Copperfield is a good ____
- Relational task:
- moth – mother
- Swim-swimming
- New Standardized
- TOLD -4 (inflections and derivations)
- New TOAL (derivations)
Examples from the Derivational Suffix Test (Green,