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ERIC Number: EJ1111489
Record Type: Journal
Publication Date: 2016
Pages: 37
Abstractor: As Provided
ISSN: ISSN-0748-8491
The Effects of Morphemic Vocabulary Instruction on Prefix Vocabulary and Sentence Comprehension for Middle School Students with Learning Disabilities
Brown, Shannon Harris; Lignugaris-Kraft, Benjamin; Forbush, David E.
Education and Treatment of Children, v39 n3 p301-338 2016
A limited vocabulary is a substantial obstacle to success in reading comprehension (Graves, 2004). A morphemic approach to vocabulary instruction may be an effective method for increasing student outcomes in both word knowledge and reading comprehension (Kuo & Anderson, 2006; Reed, 2008). The purpose of this research was to examine the effects of a morphemic vocabulary intervention on word knowledge and reading comprehension for students with learning disabilities. In Study 1, participants were taught 60 root words and four prefixes and increased their accurate definitions for untaught prefixed words. Transfer to reading comprehension at the sentence level, however, was minimal. In Study 2, we replicated the procedures from Study 1 and then added an instructional component to teach students how to apply the meaning of the prefixed word to sentences. Three of four participants increased their reading comprehension scores following initial sentence context instruction. The last participant improved performance following repeated sentence context instruction. Implications for practice and future research are discussed.
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 8; Elementary Education; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A