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Morphological Awareness as a Help With Comprehension
The Response To Intervention Best Practices InstitutePresented by Sally Grimes, Ed.M.www.grimesreadinginstitute.com
[email protected] 16, 2012
Agenda
• Background and The Reading Process
• Morphological Awareness – Its Role in Reading
Activities and Resources to Use “Tomorrow”
Source: Neuman, Susan B. and Dickinson, David K., “Handbook of Early Literacy Research”
Contributing Factors
• Neurological– “Wiring”– Genes
• Environmental– Lack of early language experience– Inadequate instruction
Why Do Students Struggle?
One Size Never Fits All!
Reading Comprehension is Interaction Between
Print__________________________________________
Level of text
Book and Print Features
Structure of Text
Sentence Complexity
Vocabulary/Language
Content
Reader Language Competency Cognitive Processing Schemata Working Memory Metacognition Motivation
Linda Crumrine, 01
Morphological AwarenessA morpheme (prefix, a suffix, root or base) is the smallest unit of meaning. Good readers analyze a word’s parts to find chunks of meaning.
Latin and Greek roots are the basis of a host of words e.g. “struct” forms the basis of construction, instruct, reconstruct, destruct etc.
Despite the scarcity of studies and the equivocal nature of the findings that do exist, most experts recommend some teaching of morphemic analysis. (Baumann, Font, Edward, & Boland, 2005;Carlisle, 2007; Graves, 2006; Stahl & Nagy, 2006)
“Word parts are too valuable a resource to ignore.” Stahl & Nagy, 2006
Language Components
1. Phonology – The sound system of a language… Was it taught? Was it learned? What “holes” exist?
2. Morphology - the study of the smallest meaningful units of speech (morphemes: affixes, roots, “ed” “s” etc.) Very motivating to defeated students (See Vocabulogic)
3. Syntax – underlying grammatical structure (HARD for ELL’s)4. Semantics - the ways in which a language conveys meaning5. Pragmatics – the social side of language…accent, tone, body
language
6. Etymology – the origins of the language…Fun!
What is Vocabulary Development?
The ability….. to understand (receptive language) & to use (expressive language) words to acquire & convey meaning.
Research Has Found That…
Vocabulary size in kindergarten is an effective predictor of reading comprehension in the middle
elementary years.
By the end of grade two, students in the bottom 25% have the same size vocabulary as an average
kindergartener.For them to catch up, they must acquire words
even faster than the average learner. (Scarborough,1998, 2001)
“There is considerable evidence that words, both spoken and written, are remembered in relation to other words and that word meanings are not stored in our memory as isolated wholes that resemble entries in a dictionary.” Moats, 2000
Because struggling readers do not read widely, a huge gap in word knowledge distinguishes them from their proficient peers.
Baker, Simmons, Kame’enui, ‘95
Morphological Awareness is Key – Especially for Older Strugglers
Research Findings• Vocabulary Development is both important and ignored.
(Gough and Tunmer, 1986)• We need to focus on root word growth. (Lorge and Chall,
Beck and McKeown, 1990 & others)• This can mean only 600 root word meanings a year; children
can acquire about 1200 a year K-8.(Biemiller & Slonim, 2000, Anglin,’93)
• A child needs to know at least 4000 meanings of words by the end of grade 1 to progress at an average rate. (Biemiller)
• Words known by average 2nd grader: 5000-6000• The Oxford English Dictionary , the most complete lexicon,
lists 290,000 know English words• The average college educated adult recognized the meaning
of 50,000-80,000 words when reading.
Stages of Word Knowledge
1. Never saw it before2. Heard it, but doesn’t know what it means3. Recognizes it in context as having
something to do with _________4. Knows it well & can use it correctly.
Dale & O’Rourke, 1971, Beck, 1994
Adapted from Isabel Beck’s Bringing Words to Life
Using Word Parts
• When students encounter unknown words, they can use their knowledge of word parts - prefixes and suffixes to determine meaning.
• TRY IT!
– international– transatlantic– joyful– impossible– fearless– invisible– disappear– unexpected
Morphemes – The Smallest Unit of Meaning
There is some evidence to suggest that the human brain may use a coding system to process words & may not register multisyllabic words in their entirety:
“Words may be analyzed by access codes into units, consisting of their bases or stems with prefixes and suffices stripped.” Corson, 1985
“There is considerable evidence that words, both spoken and written, are remembered in relation to other words and that word meanings are not stored in our memory as isolated wholes that resemble entries in a dictionary.”
“Each word is part of a network of related meanings…one of the ways word family networks are constructed in memory is by their morphological relationships.” Moats, 2000
Susan Ebbers 2005 17
Basic Terms
root form: inspector, thermal
base word: unlikely
prefix: re-, un-, dis-
suffix: -able, -ive, -ly
Derivation - a word formed from an existing word, root, or affix: electric, electricity
Susan Ebbers 2005 18
Latin: Some Common Roots
trans port able
dis rupt ion
pre script ion
re tract or
inter cept ion
pro ject ile
de struct ion
con duct or
dis miss al
sub vers ive
e dict
to carry
to break
to write
to pull
to take
to throw
to build
to lead
to send
to turn
to speak
Susan Ebbers 2005 19
20 Most Frequent Prefixes in School Texts
1. unable 2. reviewinedible (impotent, illegal,
irresponsible)
distrustenlighten
(empower)nonsense
inside, implant
overcome
misguided submarine prefix interrupt forewarn
derail transfer supersonic semicircle antitrust
midterm underfed Analysis: White, Sowell, and Yanagihara 1989
Susan Ebbers 2005 20
Prefixes: Meaning and Connotation
Somewhat Positive
pro- co- bene-
super- com- be-
en-, em- ad-
Often Negative
dis-, de- non- sub-
in- un- mis-
mal- anti, contra a-
Susan Ebbers 2005 21
Derivational Suffixes
Derivational suffixes change the part of speech
• words ending with –tion are often nouns• words ending with –ive are often adjectives• words ending with –ish are often adjectives• words ending with –ity are often nouns
Others: -ment, -ous, -ness
Susan Ebbers 2005 22
Cognates Connect English and Spanish through Latin Origins
Romance Languages (e.g., Spanish, Portuguese, French, Italian, etc.) share the same Latin roots
Morta: Roman goddess of death
Example: The Latin root for the word death is mort. The French spell it morte and the Spanish, muerte. In English, we have a whole network of related words: mortal, immortal, mortality, mortician, mortuary, postmortem, etc.
Ebbers, 2004
Susan Ebbers 2005 23
Greek Combining Forms
hydro graph geo
pyro polis neuro
ortho scope photo
therm crat psych
chron phobe pseud
onym crypt helio
logy sphere the, theo
Susan Ebbers 2005 24
Counting in Greek and Latin
mono uni di
bi du, duo tri
tetra quadri penta
hexa sept oct
nove deca deci
cent milli poly
multi semi hemi
Susan Ebbers 2005 25
Sixty percent of the words in English texts are of Latin and Greek origin.
Bear et al., 1996; Henry, 1997
Susan Ebbers 2005 26
Content-Specific Greek Terms
Anatomy and Medical Termsesophagus, thyroid, diagnosis, psoriasis, dyslexia
Studies and Sciencesbiology, seismology, morphology, geochronometry
Animals and Plantsarachnid, amphibian, chlorophyll, dinosaur, nectar
Theatre and the Artscharisma, drama, chorus, muse, symphony, acoustics
Susan Ebbers 2005 27
photographpolygraphmimeographphonographtelegraphparagraph
telegrammammogramhistogramanagramcryptogrammonogramelectrocardiogram
photographercartographergeographercryptographerautobiographerxylographerpaleographerbiographer
graphitegraphemegraphologistgraphicgraphically
grammar schoolgrammar booksrules of grammargrammaticalgrammaticallyungrammaticalungrammaticallygrammatology
graph
grammar
gram, graphto write, writtenGreek
gram
Susan Ebbers 2005 28
Look Inside the Word and Look Outside
pneumonoultramicroscopicsilicovolcanoconiosis
1. Look inside the word for known word parts: prefixes, roots or combining forms, suffixes.
2. Use the analogy strategy—“I don’t know this word, but I know pneumonia and I know volcano, so by analogy, this word might have something to do with lungs and heat.”
3. Look outside the word at context clues, visuals
The coal miners, coughing and wheezing, suffered from pneumonoultramicroscopicsilicovolcanoconiosis.
Susan Ebbers 2005 29
SO MANY SYNONYMS
ANGLO-SAXON, FRENCH, LATIN, and GREEK
Anglo-Saxon
French Latin or Greek
cook sauté concoct
holy sacred consecrated
kingly royal regal
wreck sabotage subvert
hearten encourage inspire
show cinema theater
See also Bryson, 1990; Lederer, 1991; King, 2000
Susan Ebbers 2005 30
ENGLISH: A RICH VOCABULARY
SO MANY SHADES OF MEANING
“A Positive Emotion”
GLAD PLEASED DELIGHTED
OVERJOYED HAPPY CAREFREE
LIGHTHEARTED MERRY JOYOUS
JOYFUL CHEERY CHEERFUL
CONTENT BLITHE BLISSFUL
SATISFIED BOUYANT BEATIFIC
ECSTATIC EUPHORIC EUPEPSIC
weather
cold
windy wet
hot
nippyfrigid
snowyfreezing
turbulent
breezy
blustery
gusty
humid
swelteringsizzling
sultry
miasmic
stormy
rainy
wet
Coyne
MeteorologyInstruments:BarometerThermometerRain GaugeAnemomter
Precipitation:RainSnowFogHail
Patterns:FrontsHigh pressure Low pressure
Storms:ThunderstormsTornado, hurricaneTsunami
Let’s Prevent “The Matthew Effect”:
Unrewarding Reading Experiences That
Multiply Over Time and More Feelings of
Inadequacy.Stanovich, 1986
1 2 3 4 5 6 7 8
Hypothetical “Matthew Effects”
Average Progression
Poor Reader
Grades
Special Resources• www.colorincolorado.org• www.corelearn.com• www.Interventioncentral.org• www.scoe.org (Kevin Feldman, Kate Kinsella)• Vocabulogic (Susan Ebbers)• WGBH: Martha Speaks• www.wordshift.com• www.leilenshelton.com• www.fcrr.org
Supplemental Curricula• Writing: Project Read (Language Circle); Step Up To
Writing (Cambium); John Collins Writing Program; Expressive Writing (Haynes & Jennings) Landmark School); PLANS (Laud & Patel); Powerful Writing Strategies for All Students-Graham & Harris (Brookes)
• Vocabulary: Elements of Vocabulary (Beck); Keys to Literacy (Sedita); Vocabulary Through Morphemes (Ebbers);; Daily Oral Vocabulary Exercises (Ebbers & Carroll); Academic Vocabulary for English Learners (Cambium)
• Comprehension: Elements of Comprehension (Beck): Collaborative Strategic Reading (Vaughn); Keys to Literacy(Sedita); Ready To Read (Farrell & Matthews)
Miscellaneous Ideas
• Learning by Design, RAVE-O, Rewards (These Address Multiple Aspects of Reading Instruction)
• Bringing Words to Life (Beck et al)• Vocabulary Handbook (Diamond and Gutlohn)• Next STEPS in Literacy Instruction: Connecting
Assessments to Effective Interventions (Smartt and Glaser) – Teacher Friendly Means of Driving Instruction-Based on DIBELS and AIMSweb)
• LETRS (Language Essentials for Teachers of Reading and Spelling) Prof. Dev.
• TRE (Teaching Reading Essentials) Prof. Dev.
Resources For Videos, Webinars, Articles, etc.
www.fcrr.org [email protected] www.aimsweb.com www.cast.org (for UDL)
www.interdys.org www.cec.org www.pals.virginia.eduwww.centeroninstruction.org www.rtinetwork.org
www.progressmonitor.org www.scoe.org www.readingrockets.org www.vocabulogic.org
www.adlit.org www.colorincolorado.orgwww.ncld.org
wwwneuhaus.org www.lingui.orgwww.rti4success.org www.nasdse.org
www.meadowscenter.org www.keystoliteracy.comwww.betterhighschools.org www.middleschoolmatters.org
Susan Ebbers 2005 39
Danke
Merci
Gratias ευχαριστώ /efharisto/
THANK YOU
Thank You!
Sally Grimes, Ed.M. – The Grimes Reading Institute – Consultation and Professional Development in Literacy
508-776-2553 (cell) / 978-546-2144 (office)