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Colenbrander, Danielle; Parsons, Liam; Bowers, Jeffrey S.; Davis, Colin J. – Reading Research Quarterly, 2022
Research syntheses have demonstrated that morphological instruction can improve the literacy skills of poor readers and spellers. However, studies have used a wide variety of training methods. Questions remain about what type of morphological instruction is most effective and under which circumstances. In this study, we conducted a randomized…
Descriptors: Elementary School Students, Grade 3, Grade 5, Reading Instruction
Gellert, Anna S.; Arnbak, Elisabeth; Wischmann, Signe; Elbro, Carsten – Reading Research Quarterly, 2021
Students with limited vocabulary knowledge are at high risk for reading comprehension difficulties. Previous studies have found that teaching morphology may support vocabulary growth. In the present study, the authors aimed to replicate and extend these findings by investigating both immediate and long-term transfer effects to untaught words and…
Descriptors: Intervention, Reading Instruction, Reading Comprehension, Instructional Effectiveness
Relyea, Jackie Eunjung; Zhang, Jie; Liu, Yu; Lopez Wui, Ma. Glenda – Reading Research Quarterly, 2020
The purpose of the present study was to explore the dimensionality of the English home language and literacy environment (HLLE) construct in multilingual home settings for fourth- and fifth-grade emergent bilinguals. The authors also evaluated a framework of mediating mechanisms underlying the effects of emergent bilinguals' English HLLE on…
Descriptors: Elementary School Students, Bilingual Students, Grade 4, Grade 5
McCutchen, Deborah; Logan, Becky – Reading Research Quarterly, 2011
This study examined whether morphological analysis may be a mechanism underlying the relationship of morphological awareness to vocabulary and comprehension. Eighty-eight fifth- and 74 eighth-grade students completed a task designed to assess whether students use morphological analysis to infer meanings of low-frequency, presumably unfamiliar,…
Descriptors: Reading Comprehension, Morphology (Languages), Vocabulary Development, Grade 5
Carlo, Mara S.; August, Diane; McLaughlin, Barry; Snow, Catherine E.; Dressler, Cheryl; Lippman, David N.; Lively, Teresa J.; White, Claire E. – Reading Research Quarterly, 2004
Gaps in reading performance between Anglo and Latino children are associated with gaps in vocabulary knowledge. An intervention was designed to enhance fifth graders' academic vocabulary. The meanings of academically useful words were taught together with strategies for using information from context, from morphology, from knowledge about multiple…
Descriptors: Morphology (Languages), Grade 5, Syntax, Semantics