Morphological intervention for students with limited vocabulary knowledge: Short- and long-term transfer effects

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Morphological intervention for students with limited vocabulary knowledge : Short- and long-term transfer effects. / Gellert, Anna Steenberg; Arnbak, Elisabeth; Wischmann, Signe; Elbro, Carsten.

In: Reading Research Quarterly, Vol. 56, No. 3, 28.06.2021, p. 583-601.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Gellert, AS, Arnbak, E, Wischmann, S & Elbro, C 2021, 'Morphological intervention for students with limited vocabulary knowledge: Short- and long-term transfer effects', Reading Research Quarterly, vol. 56, no. 3, pp. 583-601. https://doi.org/10.1002/rrq.325

APA

Gellert, A. S., Arnbak, E., Wischmann, S., & Elbro, C. (2021). Morphological intervention for students with limited vocabulary knowledge: Short- and long-term transfer effects. Reading Research Quarterly, 56(3), 583-601. https://doi.org/10.1002/rrq.325

Vancouver

Gellert AS, Arnbak E, Wischmann S, Elbro C. Morphological intervention for students with limited vocabulary knowledge: Short- and long-term transfer effects. Reading Research Quarterly. 2021 Jun 28;56(3):583-601. https://doi.org/10.1002/rrq.325

Author

Gellert, Anna Steenberg ; Arnbak, Elisabeth ; Wischmann, Signe ; Elbro, Carsten. / Morphological intervention for students with limited vocabulary knowledge : Short- and long-term transfer effects. In: Reading Research Quarterly. 2021 ; Vol. 56, No. 3. pp. 583-601.

Bibtex

@article{1503e5bdea2a48558e9e72814fbab848,
title = "Morphological intervention for students with limited vocabulary knowledge: Short- and long-term transfer effects",
abstract = "Students with limited vocabulary knowledge are at high risk for reading comprehension difficulties. Previous studies have found that teaching morphology may support vocabulary growth. In the present study, the authors aimed to replicate and extend these findings by investigating both immediate and long-term transfer effects to untaught words and untaught pseudowords with well-known root morphemes. Fifth-grade students (N = 332) were randomly assigned to a morphological intervention, an alternative vocabulary intervention, or a control condition. The morphological intervention was found to produce large short-term effects with respect to the students{\textquoteright} abilities to segment and explain both taught and untaught words containing taught morphemes, and medium effects on explanations of likely meanings of pseudowords with well-known root morphemes. Medium to large effects were still present 10 months later with taught words and transfer words. Training had a small effect on reading comprehension with trained words but no effect on standard measures of reading comprehension or vocabulary.",
author = "Gellert, {Anna Steenberg} and Elisabeth Arnbak and Signe Wischmann and Carsten Elbro",
year = "2021",
month = jun,
day = "28",
doi = "10.1002/rrq.325",
language = "English",
volume = "56",
pages = "583--601",
journal = "Reading Research Quarterly",
issn = "0034-0553",
publisher = "JohnWiley & Sons, Inc.",
number = "3",

}

RIS

TY - JOUR

T1 - Morphological intervention for students with limited vocabulary knowledge

T2 - Short- and long-term transfer effects

AU - Gellert, Anna Steenberg

AU - Arnbak, Elisabeth

AU - Wischmann, Signe

AU - Elbro, Carsten

PY - 2021/6/28

Y1 - 2021/6/28

N2 - Students with limited vocabulary knowledge are at high risk for reading comprehension difficulties. Previous studies have found that teaching morphology may support vocabulary growth. In the present study, the authors aimed to replicate and extend these findings by investigating both immediate and long-term transfer effects to untaught words and untaught pseudowords with well-known root morphemes. Fifth-grade students (N = 332) were randomly assigned to a morphological intervention, an alternative vocabulary intervention, or a control condition. The morphological intervention was found to produce large short-term effects with respect to the students’ abilities to segment and explain both taught and untaught words containing taught morphemes, and medium effects on explanations of likely meanings of pseudowords with well-known root morphemes. Medium to large effects were still present 10 months later with taught words and transfer words. Training had a small effect on reading comprehension with trained words but no effect on standard measures of reading comprehension or vocabulary.

AB - Students with limited vocabulary knowledge are at high risk for reading comprehension difficulties. Previous studies have found that teaching morphology may support vocabulary growth. In the present study, the authors aimed to replicate and extend these findings by investigating both immediate and long-term transfer effects to untaught words and untaught pseudowords with well-known root morphemes. Fifth-grade students (N = 332) were randomly assigned to a morphological intervention, an alternative vocabulary intervention, or a control condition. The morphological intervention was found to produce large short-term effects with respect to the students’ abilities to segment and explain both taught and untaught words containing taught morphemes, and medium effects on explanations of likely meanings of pseudowords with well-known root morphemes. Medium to large effects were still present 10 months later with taught words and transfer words. Training had a small effect on reading comprehension with trained words but no effect on standard measures of reading comprehension or vocabulary.

U2 - 10.1002/rrq.325

DO - 10.1002/rrq.325

M3 - Journal article

VL - 56

SP - 583

EP - 601

JO - Reading Research Quarterly

JF - Reading Research Quarterly

SN - 0034-0553

IS - 3

ER -

ID: 218716104