Using Morphological Awareness Instruction to Improve Written Language Skills

Abstract

By integrating morphological awareness instruction into the services they provide, clinical scientists and other educators will be providing their students with a strong tool to aid written language skills.

The Effect of e-Book Vocabulary Instruction on Spanish–English Speaking Children

“…Of the strategies recommended, leveraging morphological awareness has been integrated in language interventions with young monolingual children (e.g., Apel & Werfel, 2014) and has been shown to predict vocabulary growth at Grade 2 (Sparks & Deacon, 2015). Recently, there has been attention to the role of morphological knowledge in facilitating vocabulary acquisition in ELs (Lo, Anderson, & Bunch-Crump, 2016;Nagy, Carlisle, & Goodwin, 2014;R.…”

Morphological Awareness as a Potential Catalyst for Jordanian EFL Students' Reading Comprehension

“…Research has demonstrated that teaching children about morphemes improves word recognition, spelling, vocabulary, and comprehension (Bowers & Kirby, 2010;Kirk & Gillon, 2009;Nunes & Bryant, 2004). Thus, by infusing morphological awareness into instruction, learners are afforded a potentially viable tool not only for improving their decoding (Arnbak & Elbro, 2000;White, Power, & White, 1989) and language proficiency (Apel & Werfel, 2014) but also for developing their literacy skills, raising their awareness of the morphological structure of words and affixes, and improving their vocabulary and spelling (Claravall, 2016). Research (e.g., Carlisle, 2004;Öz, 2014) suggests a positive relationship between morphological knowledge and reading comprehension, as the more learners know about morphology, the more able they are to understand new words and comprehend texts.…”

Investigating the extent of neuroplasticity: Writing in children with perinatal stroke

“…The problems with written accuracy children with PS experience may have a common origin: English writing is morphophonemic, tapping morphological and phonological knowledge (Apel & Lawrence, 2011;Apel & Werfel, 2014). Phonological processing on a non-word repetition task has been found to be impaired in children with PS (Gupta, MacWhinney, Feldman, & Sacco, 2003).…”

“…Because English spelling is morphophonemic (Apel & Werfel, 2014), spelling also relies on knowledge of morphology (Apel & Lawrence, 2011) and phonology (Treiman & Kessler, 2004).…”