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 untaught pseudowords with well-known root morphemes. Fifth-grade students (N = 332) were randomly assigned to a morphological intervention, an alternative vocabulary intervention, or a control condition. The morphological intervention was found to produce large short-term effects with respect to the students’ abilities to segment and explain both taught and untaught words containing taught morphemes, and medium effects on explanations of likely meanings of pseudowords with well-known root morphemes. Medium to large effects were still present 10 months later with taught words and transfer words. Training had a small effect on reading comprehension with trained words but no effect on standard measures of reading comprehension or vocabulary.

中文翻译：

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词汇知识有限学生的形态学干预：短期和长期转移效应

词汇知识有限的学生面临阅读理解困难的高风险。先前的研究发现，教授形态学可能有助于词汇量的增长。在本研究中，作者旨在通过研究对具有众所周知的词根语素的未学过的词和未学过的伪词的直接和长期转移效应来复制和扩展这些发现。五年级学生（N = 332) 被随机分配到形态干预、替代词汇干预或控制条件。发现形态学干预对学生分割和解释包含教义词素的教词和未教词的能力产生较大的短期影响，以及对具有众所周知的词根词素的伪词的可能含义的解释的中等影响。10 个月后，教词和转移词仍然存在中到大的影响。训练对受过训练的单词的阅读理解影响很小，但对阅读理解或词汇的标准测量没有影响。