ERIC Number: EJ1098796
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Morphological Awareness Intervention: Improving Spelling, Vocabulary, and Reading Comprehension for Adult Learners
Bangs, Kathryn E.; Binder, Katherine S.
Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, v5 n1 p49-56 Spr 2016
Adult Basic Education programs are under pressure to develop and deliver instruction that promotes rapid and sustained literacy development. We describe a novel approach to a literacy intervention that focuses on morphemes, which are the smallest meaningful units contained in words. We argue that if you teach learners that big words are comprised of smaller components (i.e., morphemes), you will provide those students with the skills to figure out the meanings of new words. Research with children has demonstrated that teaching them about morphemes improves word recognition, spelling, vocabulary, and comprehension (Bowers & Kirby, 2009; Kirk & Gillon, 2009; Nunes, Bryant, & Olsson, 2003). Our hope is that this type of intervention will be successful with adult learners, too.
Descriptors: Adult Basic Education, Adult Literacy, Morphology (Languages), Morphemes, Word Recognition, Spelling, Vocabulary Development, Vocabulary Skills, Reading Comprehension, Phonological Awareness, Semantics, Intervention, Suffixes, Matrices, Pilot Projects, Pretests Posttests
Commission on Adult Basic Education. PO Box 620, Syracuse, NY 13206. Tel: 888-442-6223; e-mail: email@example.com; Web site: http://www.coabe.org
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Basic Education; Adult Education; Elementary Education
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Location: Massachusetts
Grant or Contract Numbers: R15HD067755