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ERIC Number: EJ889128
Record Type: Journal
Publication Date: 2010-Jun
Pages: 36
Abstractor: As Provided
Reference Count: 87
ISSN: ISSN-0034-6543
The Effects of Morphological Instruction on Literacy Skills: A Systematic Review of the Literature
Bowers, Peter N.; Kirby, John R.; Deacon, S. Helene
Review of Educational Research, v80 n2 p144-179 Jun 2010
The authors reviewed all peer-reviewed studies with participants from preschool to Grade 8 for this meta-analysis of morphological interventions. They identified 22 applicable studies. Instructional effects (Cohen's d) were averaged by linguistic outcome categories (morphological sublexical, non-morphological sublexical, lexical, and supralexical) and comparison group (experimental group vs. control or experimental group vs. alternative training). The authors investigated the effects of morphological instruction (a) on reading, spelling, vocabulary, and morphological skills, (b) for less able readers versus undifferentiated samples, (c) for younger versus older students, and (d) in combination with instruction of other literacy skills or in isolation. Results indicate that (a) morphological instruction benefits learners, (b) it brings particular benefits for less able readers, (c) it is no less effective for younger students, and (d) it is more effective when combined with other aspects of literacy instruction. Implications of these findings are discussed in light of current educational practice and theory. (Contains 7 tables and 3 notes.)
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Publication Type: Information Analyses; Journal Articles
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A