Morphological Analysis Training Intervention for English Language Learners to Increase Vocabulary Knowledge

• In Event: Poster Session 1
  In Poster Session: Vocabulary SIG Poster Session

Abstract

English language learners (ELLs) represent one of the fastest growing student populations in the United States, who experience reading difficulties and increased risk for Special Education identification compared to native English speakers (NES). Lack of vocabulary knowledge is a contributing factor for reading difficulties. An immense gap in vocabulary knowledge exists between NES and ELLs, making it difficult to directly teach the necessary amount of words to close this vocabulary knowledge gap. One promising approach to this issue is to teach students to analyze words into their constituent morphemes, providing self-teaching opportunities to increase their vocabulary knowledge. This study seeks to determine if ELLs, who are struggling readers, can learn morphological analysis to derive the meaning of unknown words.

Author

• Sean J. Davidson, University of California – Riverside