Thinking About Words: First Graders' Response to Morphological Instruction.
The authors detail word‐learning strategies from a small‐scale early reading intervention for first graders (N = 3) focused on Greek and Latin roots in science‐based informational texts. Educators can provide explicit instruction to support student awareness of word structures in content‐specific vo...
| Publicado en: | Reading Teacher Vol. 72; no. 4; pp. 463 - 474 |
|---|---|
| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Wiley-Blackwell
Jan/Feb2019
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=133755447&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 133755447 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Jan/Feb2019 vid: 72 iid: 4 pid: 480 pub: Wiley-Blackwell artinfo: ui: 133755447 10.1002/trtr.1749 ppf: 463 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 442KB tig: atl: Thinking About Words: First Graders' Response to Morphological Instruction. aug: au: Freeman, Niecea D. Townsend, Dianna Templeton, Shane su: Learning strategies Reading intervention Reading strategies Teaching methods Vocabulary sug: subj: Learning strategies Reading intervention Reading strategies Teaching methods Vocabulary keyword: 2‐Childhood Affixes < Vocabulary Case study < Research methodology Instructional strategies Instructional strategies; methods, and materials methods, and materials Morphemic analysis < Decoding Morphology < Vocabulary Nonfiction Specialized vocabulary < Vocabulary teaching strategies < Strategies ab: The authors detail word‐learning strategies from a small‐scale early reading intervention for first graders (N = 3) focused on Greek and Latin roots in science‐based informational texts. Educators can provide explicit instruction to support student awareness of word structures in content‐specific vocabulary, and this instruction can be adapted to meet the needs of students at different reading levels. The current intervention involved an exploration of morphology, including the study of Greek and Latin roots and of affixes, and its contribution to word relations and meanings. The intervention was designed to complement Common Core State Standards and Next Generation Science Standards. The instructional approaches included root identification tasks, problem‐solving techniques, and practice with word production by analyzing selected terms in authentic scientific texts. Analyses suggested that opportunities to personalize and practice with roots and affixes, specifically through interactive activities such as discussions and creating visual representations, supported the development of students' morphological awareness. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
|---|