A meta-analysis of morphological interventions: effects on literacy achievement of children with literacy difficulties |
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Authors: | Amanda P Goodwin and Soyeon Ahn |
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Institution: | (1) Department of Teaching and Learning, Vanderbilt University’s Peabody College, Nashville, TN, USA;(2) Department of Educational and Psychological Studies, University of Miami, Coral Gables, FL, USA |
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Abstract: | This study synthesizes 79 standardized mean-change differences between control and treatment groups from 17 independent studies,
investigating the effect of morphological interventions on literacy outcomes for students with literacy difficulties. Average
total sample size ranged from 15 to 261 from a wide range of grade levels. Overall, morphological instruction showed a significant
improvement on literacy achievement (`(d)] \overline d = 0.33). Specifically, its effect was significant on several literacy outcomes such as phonological awareness (`(d)] \overline d = 0.49), morphological awareness (`(d)] \overline d = 0.40), vocabulary (`(d)] \overline d = 0.40), reading comprehension (`(d)] \overline d = 0.24), and spelling (`(d)] \overline d = 0.20). Morphological instruction was particularly effective for children with reading, learning, or speech and language
disabilities, English language learners, and struggling readers, suggesting the possibility that morphological instruction
can remediate phonological processing challenges. Other moderators were also explored to explain differences in morphological
intervention effects. These findings suggest students with literacy difficulties would benefit from morphological instruction. |
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