The effects of strategic morphological analysis instruction on the vocabulary performance of secondary students with and without disabilities

Author: 
Harris, M. L.
Year: 
2007
This study tested the effects of an intervention which taught high school students with and without learning disabilities, in general education English classrooms, to predict word meaning using a word analysis strategy. The study randomly assigned six intact classrooms into two treatment conditions: the Word Mapping condition for learning the word analysis strategy, or the Vocabulary LINCing condition for learning a mnemonic strategy. Three other classrooms were selected as the test only control classrooms. The word mapping condition utilized the Word Map, a graphic device which prompts students through the steps of the Word Mapping Strategy. The Vocabulary LINCing Strategy group used a set of cognitive and behavioral steps that helped students memorize and recall word meanings.
Type: 
Research
Supporting Struggling Students: 
Differentiation

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