Exploring a Morphologically-Based Word Reading Intervention to Support Multilingual Middle School Readers

• In Event: Roundtable Session II
  In Roundtable Session: Multiple Cognitive and Affective Components of Literacy Instruction

Abstract

This ongoing study evaluates modifications to a comprehensive Tier 2 reading intervention to help diverse learners improve word reading skills and read grade-level, content area text through a morphological word study component. Research from past years shows that while Tier 2 reading intervention with syllabication word study improves students’ reading, grade-level measures did not reflect a transfer to grade-level, content-area reading. This study seeks to determine methods that increase students’ proficiency reading complex, grade-level texts.

Authors

• Sarah Kocherhans, University of Utah Reading Clinic

• Margaret Osgood Opatz, Capti

• Matt Fields, University of Utah

• Brittny Myers, UURC

• Kelly Patrick, University of Utah Reading Clinic

• Megan Gale, University of Utah