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

Harris, M. L.
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.
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