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What’s in a word? Effects of morphologically rich vocabulary instruction on writing outcomes among elementary students
Reading and Writing ( IF 2.795 ) Pub Date : 2021-06-30 , DOI: 10.1007/s11145-021-10184-z
Deborah McCutchen , Mary Northey , Becky Logan Herrera , Teixeira Clark

We examined effects of a 12-week, teacher-delivered, morphology-infused vocabulary intervention on writing outcomes for 4th and 5th grade U.S. students. The intervention (1) drew attention to the morphological structure of 40 Tier 2 words drawn from the Academic Word List, (2) taught morphologically related forms of those words, and (3) provided opportunities for students to use morphologically complex words in reading and writing. Multilevel model results of posttests showed that intervention students (n = 246) outperformed control students (n = 273) on multiple researcher-developed measures, more accurately judging the meaning of instructed words and manipulating the morphological structure of both instructed and non-instructed words to fit more as well as less constrained sentence contexts. Intervention students also showed significantly larger gains on a standardized spelling assessment, although their gains on a standardized essay test failed to reach traditional significance levels. These results suggest that teacher-delivered morphological instruction can improve the writing of upper elementary students, at least at the word and sentence level, in addition to previously documented positive effects on reading.



中文翻译:

一句话是什么?形态丰富的词汇教学对小学生写作成绩的影响

我们研究了为期 12 周的教师授课、融入了形态学的词汇干预对美国 4 年级和 5 年级学生写作成绩的影响。干预 (1) 提请注意从学术词汇表中提取的 40 个二级单词的形态结构,(2) 教授这些单词的形态相关形式,以及 (3) 为学生提供机会在阅读和阅读中使用形态复杂的单词写作。后测的多层次模型结果表明,干预学生(n = 246)在多项研究人员开发的措施上优于对照学生(n = 273),更准确地判断指令词的含义并操纵指令和非指令词的形态结构以适应更多和更少约束的句子上下文。干预学生在标准化拼写评估中也表现出明显更大的收益,尽管他们在标准化论文测试中的收益未能达到传统的显着性水平。这些结果表明,除了先前记录的对阅读的积极影响之外,教师提供的形态学教学可以改善高年级小学生的写作,至少在单词和句子级别。

更新日期:2021-07-01
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