Lauren Barrett
Strategies
For parents and educators to use
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PART-TO-WHOLE, PARTS-TO-WHOLE, WHOLE-TO-PARTS, ANALOGY-A strategy that students can use to figure out the meanings of words by doing one of the following: 1. Look at one part of the word; 2. Look at many parts of the word; 3. Look at the whole word first and then break it into parts; or 4. Compare the word to a similarly spelled word.
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Click the button to practice using this strategy.
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Vocabulary/Texts
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PREFIX UNIT:
1. Unfortunate, un- 2. Subdivision, sub- 3. Encircle, en- 4. Dislodging, dis- 5. Reminded, re- 6. Implausibility, im- 7. Incorrect, in- 8. Semi-circle, semi- |
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SUFFIX UNIT:
1. Announcer, -er 2. Motionless, -less 3. Requirement, -ment 4. Previously, -ly 5. Scientist, -ist 6. Imagination, -ation 7. Enormous, -ous |
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GREEK AND LATIN ROOTS UNIT:
1.) Astronomers, astro/nom 2. Hydrogen, hydro 3. Converted, con/vert 4. Visible, vis 5. Telescope, tele/scope 6. Microscope, micro/scope |
Assessments
For parents and educators to use
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WORD KNOWLEDGE ASSESSMENT:
This test contains twenty vocabulary words that were explicitly taught throughout the intervention. Students had to choose one of the following: a.) Write the definition of the word; b.) Use the word in a sentence; or c.) Give as much information about the word as they could. There is a maximum of 20 points. |
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MORPHOLOGICAL ANALYSIS ASSESSMENT:
This text contains fourteen vocabulary words that were not taught to the students throughout the intervention. Students had to break down the vocabulary words into either prefixes, suffixes, or Greek/Latin roots. They had to provide a definition for each affix and then write the overall definition of the word. A total of 76 points are possible. |
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Important References
For Parents and Educators to use
Harris, M. L., Shumaker, J. B., & Deshler, D. D. (2011). The effects of strategic morphological
analysis instruction on the vocabulary performance of secondary students with and
without disabilities. Learning Disability Quarterly, 34(1), 17-33.
http://www.jstor.org/stable/23053294
Kelley, J. C., Lesaux, N. K., Kieffer, M. J., & Faller, E. S. (2010). Effective academic vocabulary
instruction in the urban middle school. The Reading Teacher, 64(1), 5-14.
file://localhost/5-14. http/::www.jstor.org:stable:27867517
Kieffer, M. J., & Lesaux, N. K. (2007). Breaking down words to build meaning: Morphology,
vocabulary, and reading comprehension in the urban classroom. The Reading Teacher,
61(2), 134-144. http://www.jstor.org/stable/20204564
Kieffer, M. J., & Lesaux, N. K. (2012). Effects of academic language instruction on relational and
syntactic aspects of morphological awareness for sixth graders from linguistically diverse
backgrounds. The Elementary School Journal, 112(3), 519-545.
http://www.jstor.org/stable/10.1086/663299
Lederberg, A. R., Shick, B., & Spencer, P. E. (2012). Language and literacy development of
deaf and hard-of-hearing children: Successes and challenges. Developmental
Psychology, 49(1). 15-30. doi: 10.1037/a0029558
McCutchen, D., & Logan, B. (2011). Inside incidental word learning: Children’s strategic use of
morphological information to infer word meanings. Reading Research Quarterly, 46(4),
334-349. doi: 10.1002/RRQ.003
Mountain, L. (2005). ROOTing out meaning: More morphemic analysis for primary pupils. The
Reading Teacher, 58(8), 742-749. http://www.jstor.org/stable/20204302
Pacheco, M. B., & Goodwin. A. P. (2013). Putting two and two together: Middle school students’
morphological problem-solving strategies for unknown words. Journal of Adolescent and
Adult Literacy, 56(7), 541-553. http://www.jstor.org/stable/41827899
Rasinsiki, T., Padak. N., Newton, J., & Newton, E. (2011). The Latin-Greek connection: Building
vocabulary through morphological study. The Reading Journal, 65(2), 133-141.
Doi:10.1002/TRTR01015
analysis instruction on the vocabulary performance of secondary students with and
without disabilities. Learning Disability Quarterly, 34(1), 17-33.
http://www.jstor.org/stable/23053294
Kelley, J. C., Lesaux, N. K., Kieffer, M. J., & Faller, E. S. (2010). Effective academic vocabulary
instruction in the urban middle school. The Reading Teacher, 64(1), 5-14.
file://localhost/5-14. http/::www.jstor.org:stable:27867517
Kieffer, M. J., & Lesaux, N. K. (2007). Breaking down words to build meaning: Morphology,
vocabulary, and reading comprehension in the urban classroom. The Reading Teacher,
61(2), 134-144. http://www.jstor.org/stable/20204564
Kieffer, M. J., & Lesaux, N. K. (2012). Effects of academic language instruction on relational and
syntactic aspects of morphological awareness for sixth graders from linguistically diverse
backgrounds. The Elementary School Journal, 112(3), 519-545.
http://www.jstor.org/stable/10.1086/663299
Lederberg, A. R., Shick, B., & Spencer, P. E. (2012). Language and literacy development of
deaf and hard-of-hearing children: Successes and challenges. Developmental
Psychology, 49(1). 15-30. doi: 10.1037/a0029558
McCutchen, D., & Logan, B. (2011). Inside incidental word learning: Children’s strategic use of
morphological information to infer word meanings. Reading Research Quarterly, 46(4),
334-349. doi: 10.1002/RRQ.003
Mountain, L. (2005). ROOTing out meaning: More morphemic analysis for primary pupils. The
Reading Teacher, 58(8), 742-749. http://www.jstor.org/stable/20204302
Pacheco, M. B., & Goodwin. A. P. (2013). Putting two and two together: Middle school students’
morphological problem-solving strategies for unknown words. Journal of Adolescent and
Adult Literacy, 56(7), 541-553. http://www.jstor.org/stable/41827899
Rasinsiki, T., Padak. N., Newton, J., & Newton, E. (2011). The Latin-Greek connection: Building
vocabulary through morphological study. The Reading Journal, 65(2), 133-141.
Doi:10.1002/TRTR01015
