Abstract
This study synthesizes 79 standardized mean-change differences between control and treatment groups from 17 independent studies, investigating the effect of morphological interventions on literacy outcomes for students with literacy difficulties. Average total sample size ranged from 15 to 261 from a wide range of grade levels. Overall, morphological instruction showed a significant improvement on literacy achievement (d̄ = 0. 33). Specifically, its effect was significant on several literacy outcomes such as phonological awareness (d̄ = 0. 49), morphological awareness (d̄ = 0. 40), vocabulary (d̄ = 0. 40), reading comprehension (d̄ = 0. 24), and spelling (d̄ = 0. 20). Morphological instruction was particularly effective for children with reading, learning, or speech and language disabilities, English language learners, and struggling readers, suggesting the possibility that morphological instruction can remediate phonological processing challenges. Other moderators were also explored to explain differences in morphological intervention effects. These findings suggest students with literacy difficulties would benefit from morphological instruction.
| Original language | English |
|---|---|
| Pages (from-to) | 183-208 |
| Number of pages | 26 |
| Journal | Annals of Dyslexia |
| Volume | 60 |
| Issue number | 2 |
| DOIs | |
| State | Published - Dec 1 2010 |
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Keywords
- Learning disabilities
- Literacy achievement
- Morphological intervention
- Reading disabilities
- Reading instruction
ASJC Scopus subject areas
- Speech and Hearing
- Education
Cite this
A meta-analysis of morphological interventions : Effects on literacy achievement of children with literacy difficulties. / Goodwin, Amanda P.; Ahn, Soyeon.
In: Annals of Dyslexia, Vol. 60, No. 2, 01.12.2010, p. 183-208.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - A meta-analysis of morphological interventions
T2 - Effects on literacy achievement of children with literacy difficulties
AU - Goodwin, Amanda P.
AU - Ahn, Soyeon
PY - 2010/12/1
Y1 - 2010/12/1
N2 - This study synthesizes 79 standardized mean-change differences between control and treatment groups from 17 independent studies, investigating the effect of morphological interventions on literacy outcomes for students with literacy difficulties. Average total sample size ranged from 15 to 261 from a wide range of grade levels. Overall, morphological instruction showed a significant improvement on literacy achievement (d̄ = 0. 33). Specifically, its effect was significant on several literacy outcomes such as phonological awareness (d̄ = 0. 49), morphological awareness (d̄ = 0. 40), vocabulary (d̄ = 0. 40), reading comprehension (d̄ = 0. 24), and spelling (d̄ = 0. 20). Morphological instruction was particularly effective for children with reading, learning, or speech and language disabilities, English language learners, and struggling readers, suggesting the possibility that morphological instruction can remediate phonological processing challenges. Other moderators were also explored to explain differences in morphological intervention effects. These findings suggest students with literacy difficulties would benefit from morphological instruction.
AB - This study synthesizes 79 standardized mean-change differences between control and treatment groups from 17 independent studies, investigating the effect of morphological interventions on literacy outcomes for students with literacy difficulties. Average total sample size ranged from 15 to 261 from a wide range of grade levels. Overall, morphological instruction showed a significant improvement on literacy achievement (d̄ = 0. 33). Specifically, its effect was significant on several literacy outcomes such as phonological awareness (d̄ = 0. 49), morphological awareness (d̄ = 0. 40), vocabulary (d̄ = 0. 40), reading comprehension (d̄ = 0. 24), and spelling (d̄ = 0. 20). Morphological instruction was particularly effective for children with reading, learning, or speech and language disabilities, English language learners, and struggling readers, suggesting the possibility that morphological instruction can remediate phonological processing challenges. Other moderators were also explored to explain differences in morphological intervention effects. These findings suggest students with literacy difficulties would benefit from morphological instruction.
KW - Learning disabilities
KW - Literacy achievement
KW - Morphological intervention
KW - Reading disabilities
KW - Reading instruction
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U2 - 10.1007/s11881-010-0041-x
DO - 10.1007/s11881-010-0041-x
M3 - Article
C2 - 20799003
AN - SCOPUS:78349312359
VL - 60
SP - 183
EP - 208
JO - Annals of Dyslexia
JF - Annals of Dyslexia
SN - 0736-9387
IS - 2
ER -