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ERIC Number: EJ1021231
Record Type: Journal
Publication Date: 2014
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0022-2194
The Effects of a Multilinguistic Morphological Awareness Approach for Improving Language and Literacy
Wolter, Julie A.; Dilworth, Valisa
Journal of Learning Disabilities, v47 n1 p76-85 Jan-Feb 2014
The purpose of this study was to examine the effectiveness of a multilinguistic intervention to improve reading and spelling in primary grade students who struggle with literacy. Twenty second-grade students with spelling deficits were randomly assigned to receive a multilinguistic intervention with a phonological and orthographic awareness emphasis, or one with an additional morphological awareness focus. The morphological intervention group performed better on standardized measures of reading comprehension, and spelling, and on a nonstandardized spelling test of morphological patterns. Both groups improved and no between-group differences were found on a standardized measure of word identification and word attack, as well as on a nonstandardized spelling test of orthographic patterns.
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:; Web site:
Publication Type: Reports - Research; Journal Articles
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Kaufman Brief Intelligence Test; Woodcock Reading Mastery Test
Grant or Contract Numbers: N/A