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 controlled trial evaluating the effectiveness of Structured Word Inquiry for poor readers and spellers. Structured Word Inquiry teaches students the logic of the English spelling system via instruction in morphology and etymology. Students in grades 3 and 5 with poor reading and spelling skills were randomly assigned to receive either Structured Word Inquiry instruction or a comparison instruction method involving robust vocabulary instruction and reciprocal teaching. Instruction was delivered by teaching assistants over the course of a full school year. After training, there were few differences between the groups in terms of literacy or vocabulary skills. However, teaching assistants found Structured Word Inquiry instruction challenging to deliver, which is likely to have impacted the results. Our findings have implications for the nature and content of morphological instruction for poor readers and spellers, and for future attempts to scale up the delivery of morphological interventions.

中文翻译：

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评估结构化单词查询对阅读和拼写困难的 3 年级和 5 年级学生的有效性：一项随机对照试验

综合研究表明，形态学教学可以提高阅读能力差和拼写能力差的人的读写能力。然而，研究使用了各种各样的训练方法。关于哪种形态学教学最有效以及在什么情况下最有效的问题仍然存在。在这项研究中，我们进行了一项随机对照试验，评估结构化词查询对阅读能力差的读者和拼写者的有效性。结构化词查询通过形态学和词源学的教学向学生教授英语拼写系统的逻辑。阅读和拼写能力较差的 3 年级和 5 年级学生被随机分配接受结构化词查询教学或涉及强大词汇教学和互惠教学的比较教学方法。教学由助教在整个学年的过程中进行。训练后，各组在读写能力或词汇技能方面几乎没有差异。然而，助教发现结构化词查询教学难以交付，这可能会影响结果。我们的研究结果对针对阅读能力差的读者和拼写者的形态学教学的性质和内容，以及未来扩大形态学干预措施的尝试都有影响。