The Effects of a Multilinguistic Morphological Awareness Approach for Improving Language and Literacy. (January 2014)

• Record Type: Journal Article
• Authors: Wolter, Julie A.; Dilworth, Valisa
• Other Names: Nagy William E. guest-editor.; Carlisle Joanne F. guest-editor.; Goodwin Amanda P. guest-editor.
• Is Part Of: Journal of learning disabilities. Volume 47:Number 1(2014)
• Page Start: 76
• Page End: 85
• Publication Date: 2014-01
• Subjects: morphology -- phonology -- orthography -- spelling -- reading -- intervention -- multilinguistic; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0022219413509972
• Languages: English
• ISSNs: 0022-2194

Abstract

The purpose of this study was to examine the effectiveness of a multilinguistic intervention to improve reading and spelling in primary grade students who struggle with literacy. Twenty second-grade students with spelling deficits were randomly assigned to receive a multilinguistic intervention with a phonological and orthographic awareness emphasis, or one with an additional morphological awareness focus. The morphological intervention group performed better on standardized measures of reading comprehension, and spelling, and on a nonstandardized spelling test of morphological patterns. Both groups improved and no between-group differences were found on a standardized measure of word identification and word attack, as well as on a nonstandardized spelling test of orthographic patterns.