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ERIC Number: EJ1021169
Record Type: Journal
Publication Date: 2014
Pages: 11
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0022-2194
Morphological Awareness Intervention with Kindergarteners and First and Second Grade Students from Low SES Homes: A Small Efficacy Study
Apel, Kenn; Diehm, Emily
Journal of Learning Disabilities, v47 n1 p65-75 Jan-Feb 2014
We investigated the efficacy of a morphological awareness intervention on the morphological awareness and reading skills of students from low-socioeconomic-status homes; we also examined whether the intervention was similarly effective for intervention students who differed in their initial morphological awareness abilities. The 8-week intervention was designed to increase awareness of affixes and the relations between base words and their inflected and derived forms for kindergarteners ("n" = 27) and first- ("n" = 22) and second-grade ("n" = 26) students. Students randomly assigned to the small group intervention were provided instruction four times a week, 25 min a day, whereas students assigned to the control group received "business as usual." Kindergarten and first- and second-grade students receiving the intervention showed statistically significant gains in morphological awareness with large effect sizes on most measures. Students in all three grades who received the intervention demonstrated nonsignificant gains in literacy abilities with null to small effect sizes. Further, students with low morphological awareness abilities at the onset of the study demonstrated similar gains from the intervention as their peers with typical morphological awareness abilities. Our results suggest that explicit morphological awareness instruction may produce gains of practical importance to young elementary students at risk for future literacy difficulties.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten; Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305F100027