The study investigated the effectiveness of an intervention targeting morphological word structure on students’ vocabulary knowledge. The intervention program used a guided problem-solving approach and sets of morphologically related words to teach students how the structure of words provides cues to word meaning. Students in the experimental group participated in three to four 50-minute lessons weekly for a total of 20 lessons, while the control group participated in instruction as usual.
Effects of Morphological Instruction on Vocabulary Acquisition
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