Teaching morphemic and contextual analysis to fifth-grade students

Author: 
Baumann, J. F., Edwards, E. C., Font, G., Tereshinski, C. A., Kame'enui, E. J., & Olejnki, S.
Year: 
2002
The study examined the effectiveness of using morphemic and contextual analysis on vocabulary learning and reading comprehension. Students were randomly assigned to groups of morphemic-only instruction, context-only instruction, combined morphemic-context instruction, and instructed control. Each of the three experimental groups received twelve 50-minute lessons on different strategies using an explicit instruction model. Morphemic-only students studied eight frequently occurring prefix families; context-only students studied contextual analysis; morphemic-context group students studied combined morphemic and contextual analysis; and the instructed control group studied vocabulary as usual.
Type: 
Research
Common Core State Standards: 
Language
Instructional Strategies: 
Context Clues
Semantic Mapping
Word Analysis

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