Contributions of Lexical Morphology to English Learners' Academic Vocabulary Learning

• In Event: Dealing With Hard Words: Measurement, Relations, and Instruction of Academic Vocabulary That Considers Word Properties

Abstract

The purpose of this research is to pinpoint the effects of morphology instruction about Latin roots on English Learner (EL) adolescents’ literacy skills. Specifically, we investigated the effect of instruction about Latin roots on academic word learning, morphological analysis skill, and fluency of lexical access to academic words, all skills which contribute to reading comprehension (Perfetti, 2007). We hypothesized that instruction including morphological analysis of roots would a) strengthen semantic networks between words, leading to more robust semantic representations, and in turn, greater depth of knowledge of instructed words; b) enhance morphological analysis skills, and c) support strong, stable connections between semantic and orthographic features of a word, leading to more efficient access of words (Perfetti, 2007).

A key source of well-documented reading difficulties for ELs is limited vocabulary knowledge (August & Shanahan, 2006; Verhoeven, 2011). ELs know far fewer words than their native English-speaking peers (Goldenberg, 2011; Hutchinson, Whiteley, Smith & Connors, 2003; Proctor, Carlo, August, & Snow, 2005; Nakamoto, Lindsey & Manis, 2008), and tend to have looser semantic networks between words (Verhoeven, 2011) and less developed metalinguistic knowledge about word parts (Carlo et al., 2004; Kieffer & Lesaux, 2012).

Participants were 90 LM students enrolled in five English as a Second Language classes in an urban school district. In this within-subjects design, all students experienced instruction in academic vocabulary with and without attention to Latin roots. Conditions were counter-balanced.

Two tests of word knowledge were administered as pre and posttests following implementation of each 6-week condition. A mixed ANCOVA was performed on the word knowledge gain scores as a function of condition, adjusting for English language proficiency (WIDA ACCESS). Both the Latin roots and Academic Vocabulary conditions showed significant growth on measures of academic word knowledge, regardless of treatment or order of condition.

A morphological analysis task was administered after each condition. Mixed ANCOVA analysis, adjusting for English proficiency (WIDA ACCESS), revealed that the Latin Roots treatment had significantly higher scores than the Academic Vocabulary condition regardless of order of condition.

Finally, a reaction time task to assess fluency of access to academic words was administered. A 2 x 2 x 2 ANCOVA was conducted for accuracy and reaction time as dependent measures, with Training Type (Latin Roots, Academic Vocabulary) and Word Type (Target and Filler words) as repeated measures, and order of condition as a between subjects factor. Findings revealed a significant accuracy effect for the Latin roots treatment, but no significant effect of treatment on reaction time between treatments.

Findings shed light on the value of adding a morphology component to instruction on academic words for EL adolescents’ a) depth of word knowledge; b) morphological analysis skills; c) and lexical access. Significant, positive treatment effects for Latin roots were observed for morphological analysis skill and accuracy in lexical access. Both treatments showed similarly positive effects on word learning and lexical access.

Authors

• Amy C. Crosson, University of Pittsburgh

• Margaret G. McKeown, University of Pittsburgh

• Debra W. Moore, University of Pittsburgh

• Elizabeth Hirshorn, University of Pittsburgh