Using morphological awareness instruction to improve written language skills Flashcards
Phonological awareness
The ability to analyze the sound structure of words
1 of 5 vital components of early literacy instruction
English is what type of language
a morphophonemic language
Morphemes
The smallest units of a language that convey meaning
free or bound
Monomorphemic
Where is the consist of only a free morpheme
mulitmorphemic
Words that contain both free and down the morphine’s
inflected
Change the tense or number of a free morpheme
Derived
Morphemes change the part of speech and or meaning of the base word
Prefixes
Always modify the meaning of a base word, whereas suffixes may or may not affect the base words’ meanings
Knowledge of the morphological structure of words is thought to aid primarily in
Constructing meaning during reading and secondarily and decoding words and creating conventional word spellings
Morphological awareness
An individual’s ability to consciously consider the structure of words and terms of the smallest meaningful units and analyze and manipulate these units
Two critical components of morphological awareness
Consciousness and analysis
The steepest amount of growth in morphological awareness was evidenced during
First through third grade
It was found it was easier for children to represent both phonemes in final consonant blends when
The phonemes represent two morphemes
Children in kindergarten through fourth grade were less likely to miss spell alveolar flaps in
Multi morphemic words than mono morphemic words
Decoding and spelling in the early grades generally focuses on
monomorphemic words
Morphological awareness is more related to what than what in early elementary school
reading comprehension than word recognition
Morphological awareness uniquely predicted for the recognition for
Fourth, sixth, and eighth graders
Morphological production
The use of morphemes during spoken and written language without any conscious attention given to those morphemes
Implicit awareness tasks
Required individuals to use only a low level of morphological analysis
less conscious analysis of the words morphological structure
Allows the individual to also apply some world knowledge because of ample contextual support
Explicit awareness
Require individuals to stop at a deeper level of morphological analysis
Greater focus on conscious analysis of the morphological structure of words with less contextual support to aid in providing an answer on task items
generally administered in written form
I’m administered in spoken language others administered in written language
Segmenting tasks
Increase students conscious awareness of the number of spoken morphemes in words
Word building task
Facilitate students conscious awareness of written morphemes increase their explicit knowledge of the meaning of morphemes and how those morphemes are spelled
Word sorts
Maybe used to raise students conscious awareness of the spelling of affixes in the rules for how bass words are modified When certain affixes are added
Direct instruction of word roots
It is equally important to encourage students to think of ward roots, given that many English words are borrowed or derived from Greek and Latin languages
Word relatives
One activity that more directly aids students’ conscious awareness of relations among base words or roots and they inflected and or derived forms
Children in the primary elementary grades demonstrate greater awareness of
Inflectional forms then derivational forms
Around what grade do children typically demonstrate greater awareness of derivational morphology
Third
A conscious awareness of the morphological structure of English is predicted of
Students written language skills
Morphological awareness instruction leads to improvements in
Morphological awareness as well as in written language
