Morphological Instruction for Diverse Secondary Learners: A Systematic Review of Evidence and Equity Implications

• In Event: AERA Roundtable Session Wednesday 9:45 am - Gold 3
  In Roundtable Session: Phonological and Morphological Instruction for Diverse Learners

Abstract

This systematic review examines morphological instruction effectiveness for diverse secondary learners in grades 6-12. We analyzed 25 studies involving 6,745 students across nine countries, in English, English as a Foreign Language and English Language Development classes. Studies demonstrated considerable variation in instructional approaches, dosage , and delivery methods. Results showed consistent moderate to large effects on morphological awareness and vocabulary but modest effects on standardized reading comprehension. Students with learning disabilities and English learners showed particularly strong responses to instruction. Stand-alone interventions produced larger immediate gains, while curriculum-integrated approaches showed better transfer when well-implemented. Findings suggest morphological instruction holds promise as an equity-oriented approach, though successful implementation requires sustained professional development and attention to instructional depth.

Author

• Jamie Alain Smith Levitan, University of Maryland