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• W2914892145 abstract "Many English language learners (ELL) experience academic and reading difficulties compared to native English speakers (NES). Lack of vocabulary knowledge is a contributing factor for these difficulties. Teaching students to analyze words into their constituent morphemes (meaningful word units) in order to determine the meaning of words may be an avenue to increase vocabulary knowledge. This study investigated potential benefits of morphological instruction for learning vocabulary words and generalizing taught words to untaught words containing these morphemes. Nine fourth- and fifth-grade ELL with reading difficulties participated in a multiple baseline, single-case design study. Visual analysis of the results revealed a functional relation between the intervention and an increase in participants' vocabulary scores with 90% to 100% nonoverlapping data for eight participants. The effects of training generalized to untaught words. These findings suggest that morphological analysis is a promising approach to increase vocabulary knowledge of ELL." @default.
• W2914892145 created "2019-02-21" @default.
• W2914892145 creator A5015367798 @default.
• W2914892145 creator A5076967409 @default.
• W2914892145 date "2019-01-29" @default.
• W2914892145 modified "2023-09-27" @default.
• W2914892145 title "An intervention using morphology to derive word meanings for English language learners" @default.
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• W2914892145 doi "https://doi.org/10.1002/jaba.539" @default.
• W2914892145 hasPubMedId "https://pubmed.ncbi.nlm.nih.gov/30693515" @default.
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