Morphology Matters, but What Do Teacher Candidates Know About It?

• In Event: 44.071 - Research in Reading and Literacy SIG III

Abstract

Evidence suggests that teaching morphological concepts (i.e., word parts) is essential for children and adolescents to become skilled readers. A small body of research has examined teachers’ knowledge of morphological concepts, however studies have only reported elementary teachers’ knowledge base. The purpose of this exploratory study was to examine elementary and secondary general and special education teacher candidates’ (n=290) knowledge of morphological concepts. Teacher candidates regardless of certification area (general/special education) or focus (elementary/secondary), on average, were successful on items that required them to apply their understanding of teaching morphological concepts. However, when asked to produce the number of morphemes in a word they were less successful.

Authors

• Erin Kuhl Washburn, Binghamton University - SUNY

• Candace A. Mulcahy, Binghamton University - SUNY