Morphologically Complex Word Use as an Index of Academic Language

• In Event: Academic Language of PreK to 5th Grade Students: Innovative Measurement and Broad Conceptualization

Abstract

Morphological knowledge (MK) is increasingly recognized as is an important subskill associated with learning to read (Carlisle, 2000; Colenbrander et al., 2021; Levesque et al., 2108). MK refers to the understanding of the morphemic structure of words and the ability to combine morphemes or decompose words into different morphemes (Apel, 2014; Carlisle, 2000; Kirby & Bowers, 2017; Levesque et al., 2108; Nagy & Townsend, 2012). A growing literature base substantiates that MK contributes to vocabulary skills and reading outcomes in students from varied ability and linguistic backgrounds including multilingual learners (Goodwin et al., 2013; Kieffer & Lesaux, 2008; Kieffer et al., 2013) and students with language learning disorders (Fallon & Katz, 2020; Meaux et al., 2020, Wolter & Green, 2013). As such, MK is important to consider in measures of academic vocabulary and general academic language performance. Examination of students’ expressive use of morphologically complex words (MCW) (words containing a root and at least one derivational morpheme) supports potential utility of measures related to MK within academic language tasks such as expository writing. Results of a study of MCW use in expository writing samples of 824 5th grade students indicate that MCW use significantly predicted teachers’ ratings of overall writing quality classroom-wide including students from diverse ability and linguistic backgrounds. There was a moderately strong relation (r = .46) between students’ MCW use and teachers’ writing quality ratings. Rate of MCW use in expository writing showed significant change from fall to spring across students. The amount of change in MCW use across the school year was significantly lower for students identified with language learning disorders (n = 109) and multilingual language learner students eligible for English for Speakers of Other Language (ESOL) Support Services (n = 170).

Authors

• Carla Wood, Florida State University
  Presenting Author

• Christopher State Schatschneider, Florida State Univeristy