Morphophonemic analysis boosts orthographic and semantic learning of academic words for Spanish–English bilinguals

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Reading Pub Date : 2024-05-02 DOI:10.1111/1467-9817.12455
Jie Zhang, Zhenjie Hou, Lana Kharabi-Yamato, Stephen Winton, Azizah Curry Iluore, Grace Lee, Huan Zhang, Rosa Nam
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Abstract

Background

Upper elementary grade students encounter increasingly complex texts with abundant morphologically complex words. Despite the positive effects of morphology-based vocabulary instruction, emergent bilinguals with limited word reading skills may need additional support.

Methods

This study investigated the effects of morphological analysis and morphophonemic analysis instruction on the orthographic and semantic learning of morphologically complex academic words. Fourth- and fifth-grade Spanish–English bilingual students (N = 30) in the United States participated in two learning tasks. In learning task one, participants learned two sets of carefully matched derivational words under morphological and whole-word learning conditions. In learning task two, the same participants learned two other sets of words under morphophonemic and whole-word learning conditions. Each learning task included two learning sessions interweaved by meaning recall and spelling production assessments. Cross-classified multilevel regression was used to assess the effects of intervention conditions, child and item predictors, as well as cross-level interactions.

Results

Findings showed no significant difference in meaning recall and spelling measures between morphological and whole-word conditions. Students performed significantly better in the morphophonemic condition than in the whole-word condition for both meaning and affix spelling outcomes. The effect of morphophonemic intervention over whole word condition was stronger for younger students and words of lower base frequencies. Student meaning and spelling performance was significantly predicted by their word reading skills.

Conclusions

Morphophonemic analysis instruction enhances word meaning recall and spelling of complex derivative words.

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音位分析促进了西英双语者对学术词汇的正字法和语义学习
背景小学高年级学生会遇到越来越复杂的文章,其中包含大量形态复杂的单词。本研究调查了形态分析和语素分析教学对形态复杂的学术词汇的正字法和语义学习的影响。美国四年级和五年级的西班牙语和英语双语学生(30 人)参加了两个学习任务。在学习任务一中,参与者在形态学习和全词学习条件下学习了两组精心匹配的派生词。在学习任务二中,同样的参与者在词形和全词学习条件下学习另外两组词。每个学习任务都包括两个学习环节,并通过意义回忆和拼写制作评估进行交织。交叉分类多层次回归用于评估干预条件、儿童和项目预测因素以及交叉交互作用的影响。结果显示,在词形和全词条件下,意义回忆和拼写测量没有显著差异。在词形条件下,学生在意义和词缀拼写结果上的表现明显优于全词条件。对于年龄较小的学生和基频较低的单词,语素干预的效果要强于全词干预。学生的词义和拼写成绩在很大程度上取决于他们的单词阅读能力。
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来源期刊
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.
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Issue Information Issue Information What we have learned about learning to read in a digital age and children's contemporary reading experiences Evidence-based support provided to struggling readers in later primary years in the UK: A scoping review Using orthographic support to reduce the impact of noise on oral vocabulary learning in adults
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