Morphological Awareness Intervention With Kindergartners and First- and Second-Grade Students From Low Socioeconomic Status Homes: A Feasibility Study Purpose The effect of a morphological awareness intervention on the morphological awareness and literacy skills of students from low socioeconomic status homes was investigated. Method A 9-week intervention designed to increase awareness of affixes and the relations between base words and their inflected and derived forms was conducted ... Research Article
Research Article  |   April 01, 2013
Morphological Awareness Intervention With Kindergartners and First- and Second-Grade Students From Low Socioeconomic Status Homes: A Feasibility Study
 
Author Affiliations & Notes
  • Kenn Apel
    Florida State University, Tallahassee
  • Danielle Brimo
    Florida State University, Tallahassee
  • Emily Diehm
    Florida State University, Tallahassee
  • Lynda Apel
    Florida State University, Tallahassee
  • Correspondence to Kenn Apel: kennapel@sc.edu
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: Sally Marinellie
    Associate Editor: Sally Marinellie×
Article Information
Development / Normal Language Processing / Research Articles
Research Article   |   April 01, 2013
Morphological Awareness Intervention With Kindergartners and First- and Second-Grade Students From Low Socioeconomic Status Homes: A Feasibility Study
Language, Speech, and Hearing Services in Schools, April 2013, Vol. 44, 161-173. doi:10.1044/0161-1461(2012/12-0042)
History: Received May 11, 2012 , Revised August 16, 2012 , Accepted December 10, 2012
 
Language, Speech, and Hearing Services in Schools, April 2013, Vol. 44, 161-173. doi:10.1044/0161-1461(2012/12-0042)
History: Received May 11, 2012; Revised August 16, 2012; Accepted December 10, 2012
Web of Science® Times Cited: 18

Purpose The effect of a morphological awareness intervention on the morphological awareness and literacy skills of students from low socioeconomic status homes was investigated.

Method A 9-week intervention designed to increase awareness of affixes and the relations between base words and their inflected and derived forms was conducted with students in kindergarten (n  =  19), 1st grade (n  =  21), and 2nd grade (n  =  21). Groups of 4–5 students were provided with instruction 4 times a week for 25 min a day.

Results Results showed medium to very large clinically significant gains in morphological awareness and literacy abilities (ds  =  0.29–2.96) across all participants.

Conclusion The results of this feasibility study suggest that morphological awareness instruction that requires students to analyze, recognize, orally produce, and determine the spelling patterns of multimorphemic words leads to therapeutic effects within a population of young students who are at risk for future reading difficulties. Initial clinical implications, limitations of the study, and research suggestions are discussed.

Acknowledgment
This study was funded by the U.S. Department of Education, Institute for Education Sciences Funding, Reading for Understanding Research Initiative (R305F100027).
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