Morphological Awareness Intervention to Improve Vocabulary and Reading Success

2015 ◽  
Vol 22 (4) ◽  
pp. 147-155 ◽  
Author(s):  
Frances E. Gibson ◽  
Julie A. Wolter
Keyword(s):  
Reading Skills ◽  
Morphological Awareness ◽  
School Age ◽  
Speech Language Pathologist ◽  
Reading Success

The application of a morphological awareness strategy can be used to improve vocabulary and reading skills in school-age students. The purpose of this article is to briefly review the evidence for using a morphological awareness strategy and provide an example for how a speech-language pathologist can integrate such a skill in practice.

Using Multilinguistic Strategies to Improve Decoding in Older School-Age Students in a Contextualized and Motivational Approach

2017 ◽  
Vol 2 (1) ◽  
pp. 105-112 ◽  
Author(s):  
Ginger Collins ◽  
Julie A. Wolter
Keyword(s):  
Struggling Readers ◽  
Morphological Awareness ◽  
Reading Acquisition ◽  
Fourth Grade ◽  
School Age ◽  
Academic Vocabulary ◽  
Motivation To Read ◽  
Elementary Years

The multilinguistic skills of phonological, orthographic, and morphological awareness codevelop and appear to all be important for reading acquisition in the elementary years. By fourth grade, the academic vocabulary words to which students are exposed become more content-specific and frequently contain multiple morphological units. Struggling readers often lack motivation to read. The purpose of this article is to (a) review the evidence basis for providing multilinguistic instruction, and (b) provide a model for teaching multilinguistic strategies by using Latin and Greek roots within the context of creating superhero comics to promote decoding in an engaging manner.

scholarly journals So, Morphological Awareness Contributes to Reading in Brazilian Portuguese?

Psico-USF ◽  
2015 ◽  
Vol 20 (3) ◽  
pp. 471-480 ◽  
Author(s):  
Pedro Viana de Freitas Junior ◽  
Márcia Maria Peruzzi Elia da Mota
Keyword(s):  
Phonological Processing ◽  
Reading Skills ◽  
Verbal Ability ◽  
Morphological Awareness ◽  
Brazilian Portuguese ◽  
Hierarchical Regression ◽  
Verbal Intelligence ◽  
Skills Acquisition ◽  
School Students ◽  
Alphabetic Language

Abstract The present study aims to answer a recently raised controversy regarding the role that morphological awareness has to reading skills acquisition in Brazilian Portuguese. The aim was to investigate whether morphological awareness contributes to reading after controlling for non-verbal intelligence and phonological awareness in Brazilian Portuguese variables. The study included 52 elementary school students enrolled in a public school in the municipality of São Gonçalo, state of Rio de Janeiro. The hierarchical regression analyses showed that derivational morphological awareness contributes to reading independently of phonological processing and non-verbal ability. The results of this study indicate that morphological awareness contributes to reading words but not to reading comprehension. The results of this study corroborate with the hypothesis that even in an alphabetic language, such as Portuguese, morphological awareness is important to reading acquisition.

scholarly journals Brain event-related potentials to phoneme contrasts and their correlation to reading skills in school-age children

2017 ◽  
Vol 42 (3) ◽  
pp. 357-372 ◽  
Author(s):  
Jarmo Hämäläinen ◽  
Nicole Landi ◽  
Otto Loberg ◽  
Kaisa Lohvansuu ◽  
Kenneth Pugh ◽  
...  
Keyword(s):  
Speech Perception ◽  
Phonological Processing ◽  
Reading Skills ◽  
Speech Sound ◽  
Event Related Potentials ◽  
School Age Children ◽  
School Age ◽  
The Us ◽  
Related Potentials ◽  
Us Children

Development of reading skills has been shown to be tightly linked to phonological processing skills and to some extent to speech perception abilities. Although speech perception is also known to play a role in reading development, it is not clear which processes underlie this connection. Using event-related potentials (ERPs) we investigated the speech processing mechanisms for common and uncommon sound contrasts (/ba/-/da/-/ga/ and /ata/-/at: a/) with respect to the native language of school-age children in Finland and the US. In addition, a comprehensive behavioral test battery of reading and phonological processing was administered. ERPs revealed that the children could discriminate between the speech sound contrasts (place of articulation and phoneme length) regardless of their native language. No differences emerged between the Finnish and US children in their change detection responses. The brain responses to the phoneme length contrast, however, correlated robustly with reading scores in the US children, with larger responses being linked to poorer reading skills. Finnish children also showed correlations between the reading and phonological measures and ERP responses, but the pattern of results was not as clear as for the US children. The results indicate that speech perception is linked to reading skills and this link is more robust for uncommon speech sound contrasts.

Assessing Phoneme Awareness

1993 ◽  
Vol 24 (3) ◽  
pp. 130-139 ◽  
Author(s):  
Eileen W. Ball
Keyword(s):  
Phonological Awareness ◽  
Early Reading ◽  
Literacy Learning ◽  
Phoneme Awareness ◽  
Speech Language Pathologist ◽  
Reading Success ◽  
Language Literacy ◽  
Broad Continuum

Phonological awareness has been shown to be an important component of early reading success. The purpose of this article is to review the importance of phonological awareness within the broader context of language/literacy learning. Consideration for a broad continuum of phoneme awareness skills is discussed. Specific techniques are offered to guide the speech-language pathologist in the assessment of phonological awareness skills.

scholarly journals Morphological awareness in L1 and L2 reading skills

2020 ◽  
Author(s):  
Vassiliki Tsela ◽  
Georgia Andreou ◽  
Maria Liakou ◽  
Julie Baseki
Keyword(s):  
Reading Fluency ◽  
Reading Skills ◽  
First Language ◽  
Critical Role ◽  
Morphological Awareness ◽  
L2 Reading ◽  
Reading Efficiency ◽  
Fluency And Comprehension ◽  
Student’S Performance ◽  
L1 And L2

The present study investigated the effect of morphological awareness on three measures of reading, namely decoding, fluency and comprehension, in Greek as a first language (L1) and in French as a foreign language (L2). Morphological awareness was assessed via two tasks, a verb inflection task and a word production task. The results of this study indicated that the student’s performance in the two morphological tasks was significantly associated with their performance in the reading tasks. Our results support our hypothesis that morphological awareness can be a significant predictor of the high or low performances in decoding, reading fluency and reading comprehension in both L1 and L2 and it plays a critical role in reading efficiency.

scholarly journals Speech-Language Pathologist Perspectives of the Implementation of Telepractice-Delivered Stuttering Treatment for School-Age Children

2021 ◽  
pp. 1-14
Author(s):  
Shane Erickson ◽  
Kate Bridgman ◽  
Lisa Furlong ◽  
Hannah Stark
Keyword(s):  
School Setting ◽  
External Support ◽  
School Age Children ◽  
School Age ◽  
Safe Delivery ◽  
Speech Language Pathologist ◽  
Published Evidence ◽  
Indefinite Future ◽  
Training And Support ◽  
The Impact

Purpose: The impact of stuttering can be significant, and effective treatment is critical. Despite evidence supporting direct treatment approaches for school-age children who stutter, a complex set of barriers can prevent access at school. One potential solution is telepractice. To date, however, there is no published evidence regarding the use of telepractice to deliver the Lidcombe Program within a school setting. Method: In this pilot study, a telepractice service was established and the perspectives of the five treating speech-language pathologists (SLPs) were evaluated before, during, and after the trial through focus groups and recorded telesupervision sessions. Results: An inductive and reflexive thematic analysis identified four main themes: (a) Understanding and managing technology is critical; (b) logistical considerations can be time-consuming and challenging; (c) preparation and support are essential; and (d) family engagement, acceptance, and independence with telepractice services can be facilitated by external support and coaching. Initially, the SLPs shared feelings of uncertainty, fear, and apprehension. Yet, despite this concern, the SLPs ultimately reported that telepractice can play an important role in their service. Conclusions: In order to maximize the potential value of telepractice, SLPs require training and support to (a) manage the technology and troubleshoot problems that invariably arise, (b) have the opportunity to watch demonstrations of the technology, and (c) clearly explain the roles, responsibilities, and expectations of the parent engaging in treatment. These findings have particular relevance now, as schools and support services navigate a COVID-safe delivery model for the indefinite future.

Prenatal Exposure to a Mixture of Persistent Organic Pollutants (POPs) and Child Reading Skills at School Age

2018 ◽  
Vol 2018 (1) ◽  
Author(s):  
Aimin Chen ◽  
Changchun Xie ◽  
Roman Jandarov ◽  
Ann Vuong ◽  
Kim Dietrich ◽  
...  
Keyword(s):  
Organic Pollutants ◽  
Prenatal Exposure ◽  
Persistent Organic Pollutants ◽  
Reading Skills ◽  
School Age

scholarly journals study of the use of software related to phonic skills as part of the literacy programme in the infant department of a primary school in East Trinidad.

2020 ◽  
Vol 8 (8) ◽  
pp. 353-361
Author(s):  
Adita Maharaj
Keyword(s):  
Primary School ◽  
Mixed Method ◽  
Reading Skills ◽  
Literacy Curriculum ◽  
Literacy Programme ◽  
Staff Members ◽  
Reading Success ◽  
Use Of Technology ◽  
Technology In Schools ◽  
Method Approach

Research abounds on the importance of phonic development as an integral aspect of reading success as well as the use of technology in schools for the promotion of key reading skills. This study focuses on the use of existing phonic software in a primary school as part of the literacy programme. It utilizes a mixed method approach to closely examine the responses of participants through careful observation of interactions with existing software in a prepared environment. The findings reveal that the software has a positive motivational impact on the majority of participants in the study. Coupled with this, the findings highlight the need for collaborative planning among staff members for proper assessment of phonic development. The findings of the study can provide some direction with respect to planning of the literacy curriculum for this and similar schools in the district. 

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