Developing a morphological awareness intervention through inquiry‐based learning. (6th July 2022)

• Record Type: Journal Article
• Authors: Mulder, Evelien; van der Graaf, Joep; Verhagen, Véronique; Mos, Maria; Droop, Mienke
• Other Names: Dixon Megan guestEditor.; McGeown Sarah guestEditor.; Ricketts Jessie guestEditor.
• Is Part Of: Journal of research in reading. Volume 45:Number 3(2022)
• Page Start: 468
• Page End: 487
• Publication Date: 2022-07-06
• Subjects: design‐based research -- inquiry‐based learning -- intervention -- morphology; Reading -- Research -- Periodicals; Reading -- Periodicals; 418.4
• DOI: 10.1111/1467-9817.12405
• Languages: English
• ISSNs: 0141-0423

Abstract

Abstract : Secondary school students are increasingly exposed to texts containing morphologically complex words. Morphological knowledge may help with understanding those words. Appropriate educational materials to teach morphological awareness (MA) are scarce. A design‐based approach was used to develop an MA‐intervention for Dutch secondary school students. We (1) analysed the aforementioned problem through semi‐structured discussions with teachers and a review of previous MA‐intervention research; (2) developed a prototype of an MA‐intervention in collaboration with teachers; (3) evaluated materials from Step 2 quantitatively through a pilot study with seventh grade students ( N = 60) and qualitatively through a semi‐structured discussion with teacher educators ( N = 4); and (4) reflected on the proposed design principles. Insights obtained from teachers and the literature were implemented in our MA‐intervention. Students' performance was related to a measure of general language proficiency. Finally, teachers, students, and teacher educators pointed out several strengths and weaknesses of the intervention. The present study highlights the importance of the following design principles: focus on the patterns in morphology in order for students to explicate their morphological knowledge, suitability of the intervention for students with varying levels of language proficiency, and availability of training and background information about MA for teachers. Collaborating with teachers provided indispensable insights into students' needs, knowledge of MA, how MA‐interventions can be implemented and matched to teachers' pedagogical expertise and experience. Highlights: What is already known about this topic Morphological awareness (MA) has been proposed to comprise various dimensions: awareness of morphological structure, analysis, and decoding. MA‐interventions focusing on these dimensions have been shown to foster MA, and to a lesser extent vocabulary and reading comprehension. Effective MA‐interventions encourage students' active engagement with morphologically complex words. What this paper adds Designing an MA‐intervention should take into account: the patterns in morphology, explication of students' morphological knowledge, suitability for students with varying levels of language proficiency, and training for teachers. Collaborating with teachers to design an MA‐intervention is a novel, fruitful approach that combines experts' theoretical knowledge with teachers' pedagogical expertise. Implications for theory, policy or practice Teachers' and students' needs and talents should be taken into account when developing MA‐interventions. Combining quantitative and qualitative data allows for evidence‐based development of MA‐interventions. This, in turn, can foster implementation of MA‐interventions into complex educational practice.