The Effects of an Online Gamified Morphological Intervention on Emergent Bilinguals’ Literacy Achievement (Poster 34): SIG-Research in Reading and Literacy, Stage 2, 8:39 AM

• In Event: e-Lightening Ed-Talk Session 14 - Stage 2

Abstract

Morphological knowledge is characterized as the ability to recognize and manipulate morphemes - the smallest meaning units in words. Research supports that morphological interventions significantly improve vocabulary and literacy outcomes for Emergent Bilinguals (EBs). However, how to optimally deliver and apply morphological intervention remains to be explored. In this study, an online gamified morphological intervention program (MorphoGalaxy) was designed and implemented to grades 3, 4, and 5 emergent bilinguals. A mixed methods research approach was used to evaluate the effectiveness of the program. Both quantitative and qualitative results showed that the intervention improved students’ morphological knowledge while being both engaging and enjoyable. However, challenges arose during the design and implementation of the intervention and need to be addressed and explored.

Authors

• Miao Li, University of Houston

• Hien Thi Tran, University of Houston

• Mackenzie Chandler, University of Illinois at Chicago

• Jie Zhang, University of Houston

• Mikel W. Cole, University of Houston

• Bulent Dogan, University of Houston