![]() Findings from this study suggest that students with decoding deficits may benefit from morphological instruction and those who demonstrate low response to initial morphological instruction or have weak verbal comprehension and verbal working memory abilities could be risk for failing to acquire morphological instruction as expected. Furthermore, two cognitive variables, verbal working memory and comprehension, were predictive of performance on morphological tasks after accounting for initial response to instruction. A series of regression analyses showed that initial response to instruction, compared to other cognitive and language variables, predicted the most variance in students' morphological skills with prefixes. Thirty-nine third-grade students with decoding deficits were assessed on five independent variables identified as critical predictors of future performance on morphological tasks. The primary purpose of this study was to investigate the extent to which initial response to morphological awareness instruction, along with specific language and cognitive variables (i.e., phonological awareness, rapid naming, orthographic knowledge/awareness, verbal comprehension, working memory), predicts responsiveness to morphological awareness instruction for third-grade students who were at risk for reading disabilities. Our focus is primarily upon English, the language on which most of the research has been conducted, but we supply examples in French and other languages.Ĭhildren with weak decoding skills often struggle to learn multisyllabic words during reading instruction. Our sense is that the science is solid enough for practice to proceed, but that more science is required. This final section is firmly based on the existing research, but in its details it is somewhat speculative, because detailed studies of many instructional aspects have yet to be performed. ![]() In the final section, we draw conclusions for the design of instruction. ![]() We address when morphological instruction should be introduced, for whom such instruction is most suited, and how it should be introduced with respect to other aspects of literacy instruction. In the second section we review the literature on morphological instruction, making use of several recent meta-analyses we focus specifically on the effects on vocabulary learning, spelling, and reading. In the first, on the background to instruction, we make the logical argument that children and their teachers need to be informed about the fundamental morphological nature of their language, consider the varieties of morphological knowledge and awareness, and briefly review the literature showing that morphological awareness is positively associated with vocabulary, spelling, and reading. There is less need to separate words into grade levels and so they may be learned alphabetically.Our goal in this chapter is to draw implications for classroom practice from the research on morphological instruction. The way this list is put together makes it an excellent tool for older students who are learning to read the English language. Words are listed in alphabetical order rather than in the order of difficulty. The words are made up of words in common use such as days of the week and commonly used prepositions. The theory is that if children can learn to spell the words on the Ayres list, they should be able to write and spell without many mistakes. First published in 1915, it contains 1,000 of the most commonly used words. The Ayres Spelling Scale is perhaps the oldest spelling list used by educators. Sight words are words that must be memorised by sight as they are troublesome to sound out, while phonics lists are lists based on common sounds. ![]() There are two basic types of spelling word lists for students of all ages. Colouring In Pages & Printable Activities.
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |