KEY FINDINGS
> > Morphological instruction that was sustained and integrated with other literacy instruction over an extensive period of time may show greater transfer (Bowers, Kirby, and Deacon, 2010). • Introducing morphology as an organized system that links words even when pronunciation shifts appear irregular (e.g., heal/health, sign/signal) may motivate struggling students to study words more closely (Bowers, Kirby, and Deacon, 2010). • With a foundation of morphological knowledge gained with the support of instruction from the start, it is possible that many students who fail in response to typical instruction could achieve much stronger success (Bowers, Kirby, and Deacon, 2010). > > Vocabulary is one of the most obvious other areas of literacy instruction to integrate with morphological instruction. Despite the importance of vocabulary instruction cited by National Reading Panel (2000), there is a growing recognition that vocabulary instruction has received insufficient attention in classroom instruction and literacy research (Beck et al., 2002; Biemiller and Boote, 2006). > > Morphological interventions hold promise, especially for students who face challenges in language learning and literacy, but additional research is needed to provide a basis for informed decisions about the design of effective morphological interventions. And morphological knowledge does indeed contribute to literacy achievement for students in kindergarten through sixth grade (Carlisle, Goodwin, and Nagy (2013). > > If students are to develop a deep understanding of vocabulary in literary texts, instruction needs to uncover the underlying uses of language in narratives. The Vocabulary Megaclusters provide a framework for teachers, publishers, and curriculum developers to select vocabulary and design instruction around critical concepts within narratives (Elfrieda H. Hiebert TextProject, 2011). > > Overall, morphological instruction showed a significant improvement in literacy achievement. Specifically, its effect was significant on several literacy outcomes such as phonological awareness, morphological awareness, vocabulary, reading comprehension, and spelling (Goodwin and Ahn, 2010).
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VOCABULARY
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