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Morpho-phonemic analysis boosts word reading for adult struggling readers.
Gray, Susan H; Ehri, Linnea C; Locke, John L.
Afiliação
  • Gray SH; 1Communication Sciences and Disorders, Bridgewater State University, Bridgewater, MA 02325 USA.
  • Ehri LC; 2Educational Psychology, CUNY Graduate Center, 365 Fifth Avenue, New York, NY 10016 USA.
  • Locke JL; 3Department of Speech-Language-Hearing Sciences, Lehman College, CUNY, 250 Bedford Park Boulevard West, Bronx, NY 10468 USA.
Read Writ ; 31(1): 75-98, 2018.
Article em En | MEDLINE | ID: mdl-29367806
A randomized control trial compared the effects of two kinds of vocabulary instruction on component reading skills of adult struggling readers. Participants seeking alternative high school diplomas received 8 h of scripted tutoring to learn forty academic vocabulary words embedded within a civics curriculum. They were matched for language background and reading levels, then randomly assigned to either morpho-phonemic analysis teaching word origins, morpheme and syllable structures, or traditional whole word study teaching multiple sentence contexts, meaningful connections, and spellings. Both groups made comparable gains in learning the target words, but the morpho-phonemic group showed greater gains in reading unfamiliar words on standardized tests of word reading, including word attack and word recognition. Findings support theories of word learning and literacy that promote explicit instruction in word analysis to increase poor readers' linguistic awareness by revealing connections between morphological, phonological, and orthographic structures within words.
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Texto completo: 1 Base de dados: MEDLINE Tipo de estudo: Clinical_trials Idioma: En Ano de publicação: 2018 Tipo de documento: Article

Texto completo: 1 Base de dados: MEDLINE Tipo de estudo: Clinical_trials Idioma: En Ano de publicação: 2018 Tipo de documento: Article