title: The effects of a multilinguistic morphological awareness approach for improving language and literacy.
abstract: The purpose of this study was to examine the effectiveness of a multilinguistic intervention to improve reading and spelling in primary grade students who struggle with literacy. Twenty second-grade students with spelling deficits were randomly assigned to receive a multilinguistic intervention with a phonological and orthographic awareness emphasis, or one with an additional morphological awareness focus. The morphological intervention group performed better on standardized measures of reading comprehension, and spelling, and on a nonstandardized spelling test of morphological patterns. Both groups improved and no between-group differences were found on a standardized measure of word identification and word attack, as well as on a nonstandardized spelling test of orthographic patterns.
authors.affiliation: 1Utah State University, Logan, USA.
authors.forename: Julie A
authors.initials: JA
authors.lastname: Wolter
authors.forename: Valisa
authors.initials: V
authors.lastname: Dilworth
mesh_terms: D001364:Awareness / Q000502:physiology; D002648:Child; D005260:Female; D006801:Humans; D007721:Knowledge of Results, Psychological; D007807:Language Tests; D008297:Male; D019303:Multilingualism; D010700:Phonetics; D011932:Reading; D012073:Remedial Teaching / Q000379:methods*; D016896:Treatment Outcome; D014956:Writing
keywords: intervention; morphology; multilinguistic; orthography; phonology; reading; spelling