Explore the vast range of titles available.

The purpose of this article is to highlight the importance of providing reading interventions that are differentiated and aligned with an individual student's most foundational reading skill need. The authors present profiles of different readers and suggest three principal areas for support: decoding words, reading at an appropriate rate, and comprehending text. Differentiated interventions are described and related classroom instructional techniques are recommended.

Educators can take advantage of Latino English learners’ linguistic backgrounds by teaching Spanish–English cognate vocabulary using the Children's Choices picture books. Cognates are words that have identical or nearly identical spellings and meanings in two languages because of their Latin and Greek origins. Students can learn to recognize cognates through morphology and orthography lessons on prefixes, root words, suffixes, and spelling patterns. A cognate database featuring the 2014 and 2015 Children's Choices picture books is presented in this article. The database permits teachers to select their own cognate vocabulary for read‐aloud lessons. Finally, a sample lesson plan for grades 2–4 is discussed as an example for incorporating morphology and orthography instruction to accompany the selected cognate vocabulary words.

Skilled reading comprehension is an important goal of educational instruction and models of reading development. In this study, the authors investigated how core skills surrounding morphemes, that is, the minimal units of meaning in language, support the development of reading comprehension. The authors specifically contrast the roles of morphological awareness and morphological analysis; the first refers to the awareness of and ability to manipulate morphemes in language, and the second refers to the use of morphemes in inferring the meaning of unfamiliar morphologically complex (multimorphemic) words. The authors evaluated these morphological skills in 197 English-speaking students who were followed from grade 3 to grade 4; the analyses used stringent autoregressor controls to home in on predictors of gains over time. In addition to morphological awareness and morphological analysis, the authors assessed students’reading comprehension and controls for word reading, vocabulary, phonological awareness, nonverbal ability, and age. Multivariate autoregressive path analysis revealed that morphological analysis, but not morphological awareness, predicted gains in reading comprehension. Morphological awareness, for its part, predicted gains in morphological analysis. Taken together, the findings allude to a developmental trajectory whereby students’use of morphemes to infer the meanings of unfamiliar complex words supports the development of reading comprehension over time. The development of this skill, in turn, appears to be supported by a more general awareness of morphemes in language. These findings contribute to theory and reading instruction by clarifying the ways in which morphological skills support the development of students’ reading comprehension.

This study examined the efficacy of a supplemental, multicomponent adolescent reading intervention for middle school students who scored below proficient on a state literacy assessment. Using a within-school experimental design, the authors randomly assigned 483 students in grades 6-8 to a business-as-usual control condition or to the Strategic Adolescent Reading Intervention (STARI), a supplemental reading program involving instruction to support word-reading skills, fluency, vocabulary, and comprehension, and peer talk to promote reading engagement and comprehension. The authors assessed behavioral engagement by measuring how much of the STARI curricular activities students completed during an academic school year, and collected intervention teachers' ratings of their students' reading engagement. STARI students outperformed control students on measures of word recognition (Cohen's d = 0.20), efficiency of basic reading comprehension (Cohen's d = 0.21), and morphological awareness (Cohen's d = 0.18). Reading engagement in its behavioral form, as measured by students' participation and involvement in the STARI curriculum, mediated the treatment effects on each of these three posttest outcomes. Intervention teachers' ratings of their students' emotional and cognitive engagement explained unique variance on reading posttests. Findings from this study support the hypothesis that (a) behavioral engagement fosters struggling adolescents' reading growth, and (b) teachers' perceptions of their students' emotional and cognitive engagement further contribute to reading competence.

This study addresses the distribution of words in texts at different points of schooling. The first aim was to identify a core vocabulary that accounts for the majority of the words in texts through the lens of morphological families. Results showed that 2,451 morphological families, averaging 4.61 members, make up the core vocabulary of school texts. The 11,298 words in the 2,451 morphological families account for 58% of the approximately 19,500 most frequent words in written English. The majority of the morphological families appear by the end of the elementary school period (85%), but a small group of morphological families (15%) is added through the middle to high school period. Analyses of the ranks of words across grade bands indicated that late-appearing words gain in prominence in higher level texts as some elementary-level words become less frequent. The second aim of the study was to determine the degree to which the core vocabulary accounted for the words in an independent but critical set of texts: the exemplar texts identified within the Common Core State Standards. The 2,451 families accounted for 97.1% (grades K and 1) to 89.1% (grade 11 through college) of the total words in texts and 95.6% (grades K and 1) to 74.9% (grade 11 through college) of the unique words in texts. Implications of the findings on the nature and role of the core vocabulary in complex texts are suggested for researchers, curriculum developers, and publishers.

Research syntheses have demonstrated that morphological instruction can improve the literacy skills of poor readers and spellers. However, studies have used a wide variety of training methods. Questions remain about what type of morphological instruction is most effective and under which circumstances. In this study, we conducted a randomized controlled trial evaluating the effectiveness of Structured Word Inquiry for poor readers and spellers. Structured Word Inquiry teaches students the logic of the English spelling system via instruction in morphology and etymology. Students in grades 3 and 5 with poor reading and spelling skills were randomly assigned to receive either Structured Word Inquiry instruction or a comparison instruction method involving robust vocabulary instruction and reciprocal teaching. Instruction was delivered by teaching assistants over the course of a full school year. After training, there were few differences between the groups in terms of literacy or vocabulary skills. However, teaching assistants found Structured Word Inquiry instruction challenging to deliver, which is likely to have impacted the results. Our findings have implications for the nature and content of morphological instruction for poor readers and spellers, and for future attempts to scale up the delivery of morphological interventions.

The goal of this study was to investigate the effect of Chinese-specific morphological awareness on vocabulary acquisition among young Chinesespeaking students. The participants were 288 Chinese-speaking second graders from three different cities in China. Multiple regression analysis and mediation analysis were used to uncover the mediated and unmediated effects of morphological awareness on reading vocabulary knowledge. Results showed that both morphological awareness and lexical inference ability significantly contributed to reading vocabulary knowledge after each factor was controlled for. The ability to extract sublexical morphological information (in the form of derivational awareness and compound awareness) significantly predicted the students' reading vocabulary. More importantly, the study revealed that morphological awareness made a significant indirect contribution to reading vocabulary via lexical inference ability. Findings suggest that morphological awareness enhances young Chinese students' reading vocabulary acquisition by the partial mediation of their lexical inference ability.

Understanding text in a second language can be particularly challenging. The authors explored the contribution of morphological awareness in children's first and second languages to development in second‐language reading comprehension. Critically, the authors examined the role of a skill that might be at the heart of these cross‐linguistic connections: awareness of cross‐language suffix correspondences. This is the awareness, for instance, that the French suffix ‐eux and the English suffix ‐ous have the same meaning in the two languages, despite the fact that they look and sound different. The authors tested the contributions of each of these morphological skills to French reading comprehension in a study of students with diverse first languages enrolled in a Canadian early French immersion program with instruction entirely in French. Seventy‐five students were tested in grade 2 and again in grade 3. In grade 2, students completed measures of English and French morphological awareness and awareness of cross‐language suffix correspondences, along with control measures of nonverbal ability, French vocabulary, and French phonological awareness. In grades 2 and 3, students completed measures of French reading comprehension. The authors found that both English and French morphological awareness were related to grade 3 reading comprehension. Neither relation was significant after the autoregressor. In contrast, awareness of cross‐language suffix correspondences predicted individual differences in French reading comprehension, including after autoregressive controls. These findings show the importance of awareness of commonalities between suffixes across languages in enabling the development of French reading comprehension. 要理解第二语言的文本,可以说是颇具挑战的。本文作者探讨儿童第一语言和第二语言的构词法意识对第二语言阅读理解能力发展的贡献。关键是,文本作者考查了跨语言后缀对应意识的作用,而这种意识或许是跨语言联系的核心技能。这种意识,举例来说,就是人们意识到法语后缀‐eux 和英语后缀‐ous 在这两种语言中具有相同的含义,尽管它们的外观和声音都不一样。文本作者测试了这些构词法技能对法语阅读理解的贡献,参与研究的学生来自一个加拿大早期法语沉浸式课程,该课程完全用法语授课,而报读该课程的学生都是具有不同的第一语言,法语是他们要学习的第二语言。75 名学生在二年级时接受测试然后在三年级时再次接受测试。在二年级时,他们要完成英语和法语构词法意识和跨语言后缀对应意识的测量,以及非语言能力、法语词汇和法语语音意识等控制测量。此外,他们在二年级和三年级时都要完成法语阅读理解能力的测量。文本作者发现,英语和法语的构词法意识均与三年级的阅读理解有关联。但经向量自回归分析后,结果显示这两种关联都不显著。相反,对跨语言后缀对应意识却能预测法语阅读理解的个别差异,这是包括了控制测量的向量自回归分析后所得出的结果。这些研究结果表明了跨语言后缀共性意识有助于法语阅读理解能力发展的重要性。 Comprender el texto en un segundo idioma puede ser particularmente desafiante. Los autores exploraron la contribución de la conciencia morfológica del primer y segundo idioma de los niños al desarrollo de la comprensión de lectura en el segundo idioma. Críticamente, los autores examinaron el papel de una habilidad que podría estar al centro de estas conexiones lingüísticas cruzadas: el conocimiento de las correspondencias de los sufijos en varios idiomas. Esta es la conciencia, por ejemplo, de que el sufijo francés ‐eux y el sufijo inglés ‐ous tienen el mismo significado en los dos idiomas, a pesar de que se ven y suenan diferentes. Los autores evaluaron las contribuciones de cada una de estas habilidades morfológicas a la comprensión de lectura en francés en un estudio de estudiantes con diversas lenguas maternas inscritos en un programa canadiense de inmersión temprana en francés con instrucción completamente en francés. Setenta y cinco estudiantes fueron evaluados en el grado 2 y de nuevo en el grado 3. En el grado 2, los niños completaron medidas de conciencia morfológica en inglés y francés y conciencia de correspondencias de sufijos en varios idiomas, junto con medidas de control de habilidad no verbal, del vocabulario francés y de la conciencia fonológica del francé. En los grados 2 y 3, los estudiantes completaron medidas de comprensión de lectura en francés. Los autores encontraron que tanto la conciencia morfológica inglesa como la francesa estaban relacionadas con la comprensión de lectura de tercer grado. Ninguna de las relaciones fue importante después del autoregresor. En contraste, el conocimiento de las correspondencias de los sufijos en varios idiomas predijo las diferencias individuales en la comprensión de lectura en francés, aun después de los controles de autoregresores. Estos hallazgos muestran la importancia de conocer los puntos en común entre los sufijos en todos los idiomas para habilitar el desarrollo de la comprensión de lectura en francés. قد يكون فهم النص بلغة ثانية تحديًا كبيراً. استكشف المؤلفون مساهمة الوعي الصرفي (المورفولوجي) في لغتي الأطفال الأولى والثانية في تنمية فهم القراءة باللغة الثانية. ناقش المؤلفون دور المهارة التي قد تكون في صميم هذه الروابط اللغوية: الوعي عن توافق اللواحق التي تضاف الى آخر الكلمة عبر اللغات. هذا هو الإدراك ، على سبيل المثال ، أن اللاحقة الفرنسية eux واللاحقة الإنجليزية ous لها نفس المعنى في اللغتين ، على الرغم من إختلافها شكلاً وصوتاً. اختبر المؤلفون مساهمات كل من هذه المهارات الصرفية في فهم القراءة باللغة الفرنسية عند دراسة طلاب ذوي لغات أولى متنوعة ملتحقين ببرنامج غمر فرنسي مبكر في كندا لتعليم باللغة الفرنسية فقط. تم اختبار خمسة وسبعين طالباً مرة في الصف الثاني ومرة أخرى في الصف الثالث. في الصف الثاني ، أكمل الأطفال مقاييس الوعي الصرفي باللغة الإنجليزية والفرنسية والوعي عن توافق اللواحق التي تضاف الى آخر الكلمة عبر اللغات ، إلى جانب تدابير التحكم في القدرة غير اللفظية والمفردات الفرنسية والوعي الصوتي الفرنسي. في الصفين الثاني والثالث ، أكمل الطلاب مقاييس فهم القراءة الفرنسية. وجد المؤلفون أن الوعي الصرفي بالإنجليزية والفرنسية مرتبط بفهم القراءة للصف الثالث. لم تكن أي علاقة مهمة بعد التراجع التلقائي. في المقابل ، تنبأ والوعي عن توافق اللواحق التي تضاف الى آخر الكلمة عبر اللغات للأفراد في فهم القراءة باللغة الفرنسية ، بما في ذلك بعد ضوابط الرقابة التلقائية. تُظهر هذه النتائج أهمية إدراك القواسم المشتركة بين اللواحق عبر اللغات في تمكين تطوير فهم القراءة باللغة الفرنسية. Пoнимaниe тeкcтa нa нepoднoм языкe дaeтcя дeтям ocoбeннo тяжeлo. Aвтopы иccлeдoвaли, кaкyю poль в этoм пpoцecce игpaeт знaкoмcтвo c мopфeмaми пepвoгo и втopoгo языкoв. Baжнo, чтo aвтopы paccмoтpeли нaвык, кoтopый, пo вceй видимocти, лeжит в ocнoвe мeжъязыкoвыx cвязeй, a имeннo – ocoзнaниe cxoдcтвa cyффикcoв в paзныx языкax. Haпpимep, пoлeзнo пoнимaть, чтo фpaнцyзcкий cyффикc ‐eux и aнглийcкий cyффикc ‐ous имeют oдинaкoвый cмыcл, xoтя выглядят и звyчaт пo‐paзнoмy. Aвтopы пpoвepили, кaк пoмoгaют эти мopфoлoгичecкиe нaвыки пpи ocвoeнии фpaнцyзcкoгo языкa aнглoязычными кaнaдcкими шкoльникaми. Учeники (n = 75) были зaчиcлeны в кaнaдcкyю пpoгpaммy paннeгo пoгpyжeния вo фpaнцyзcкий язык – иx oбyчaли пoлнocтью бecпepeвoдным мeтoдoм. Дeтeй пpoтecтиpoвaли cнaчaлa вo 2‐м, a зaтeм в 3‐м клacce. Bo 2‐м клacce былo пpeдпpинятo вмeшaтeльcтвo, oбecпeчивaющee пoнимaниe aнглийcкиx и фpaнцyзcкиx мopфeм и cooтвeтcтвия cyффикcoв нa двyx языкax; тaкжe кoнтpoлиpoвaлиcь нeвepбaльныe нaвыки, зaпac фpaнцyзcкoй лeкcики и фoнoлoгичecкaя ocвeдoмлeннocть. Bo 2 и 3 клaccax yчeникoв oбyчaли ocмыcлeннoмy чтeнию фpaнцyзcкиx тeкcтoв. Aвтopы oбнapyжили, чтo для тpeтьeклaccникoв знaниe aнглийcкиx и фpaнцyзcкиx мopфeм нaпpямyю cвязaнo c пoнимaниeм пpoчитaннoгo. Oднaкo aвтopeгpeccия cвoдит эти cвязи нa нeт. Haпpoтив, пoнимaниe cooтвeтcтвия cyффикcoв нa двyx языкax cтaнoвитcя индикaтopoм индивидyaльныx paзличий в пoнимaнии пpoчитaннoгo пo‐фpaнцyзcки – в тoм чиcлe, пocлe aвтopeгpeccии. Эти peзyльтaты пoдчepкивaют, нacкoлькo cxoдcтвo cyффикcoв вaжнo для пoнимaния фpaнцyзcкoгo языкa. Comprendre un texte en langue 2 peut constituer un vrai défi. Les auteurs ont examiné la contribution de la conscience morphologique d'enfants en langue 1 et en langue 2 à leur développement de la compréhension en langue 2. Plus précisément, les auteurs ont examiné le rôle d'une compétence qui pourrait être au coeur de ces connexions interlinguistiques : la conscience des correspondances des suffixes d'une langue à l'autre. Il s'agit de la conscience, par exemple, du fait que le suffixe ‐eux en français et le suffixe ‐ous en anglais ont le même sens dans les deux langues, en dépit du fait que leur apparence et leur son soient différents. Les auteurs ont testé la contribution de chacune de ces compétences morphologiques à la compréhension de la lecture en français dans une recherche avec des élèves de langues maternelles différentes inscrits dans un programme d'immersion précoce en français au Canada où l'enseignement était effectué totalement en français. Soixante et quinze élèves ont été testés en 2e année et à nouveau en 3e année. En 2e année, la conscience morphologique des enfants a été évaluée en anglais et en français, ainsi que leur conscience des correspondances entre suffixes d'une langue à l'autre, de même qu'ont été effectuées des évaluations contrôle d'habileté non verbale, de vocabulaire français, et de conscience phonologique du français. On a également évalué en 2e et 3e année leur compréhension de la lecture en français. Les auteurs ont trouvé que la conscience morphologique, en anglais comme en français, est en corrélation avec la compréhension de la lecture en 3e année. Aucune relation n'a été significative après auto‐régression. Par contre, la conscience de la correspondance des suffixes d'une langue à l'autre permet de prédire les différences individuelles dans la compréhension de la lecture en français, y compris après contrôles d'auto‐régresssion. Ces résultats montrent l'importance de la conscience de ce qui est commun entre les suffixes d'une langue à l'autre en facilitant le développement de la compréhension de la lecture en français.

The authors examined the complexity of the simple view of reading, focusing on morphological decoding fluency in fourth-grade readers of English in Singapore. The participants were three groups of students who all learned to become bilingual and biliterate in the English language (EL) and their respective ethnic language in school but differed in the home language they used. The first group was ethnic Chinese students who used English as the dominant home language (Chinese EL1); the other two groups were ethnic Chinese and Malay students whose dominant home language was not English but Chinese (Chinese EL2) and Malay (Malay EL2), respectively. The measures included pseudoword decoding (phonemic decoding), timed decoding of derivational words (morphological decoding fluency), oral vocabulary, and passage comprehension. Path analysis showed that oral vocabulary significantly predicted reading comprehension across all three groups, yet a significant effect of morphological decoding fluency surfaced in the Chinese EL1 and Malay EL2 groups but not the Chinese EL2 group. Multigroup path analysis and commonality analysis further confirmed that morphological decoding played a larger role in the Chinese EL1 and Malay EL2 groups. These findings are discussed in light of the joint influence of target-language experience and cross-linguistic influence on second-language or bilingual reading development.

The purpose of this study was to explore the hypothesis that teaching students knowledge of word forms and meanings supports the development of decoding and linguistic comprehension, which are fundamental components of reading comprehension. We examined this hypothesis by investigating the effects of a comprehensive word knowledge intervention on the language and literacy skills of poor readers. The participants included 118 monolingual third- and fourth-grade students from 12 Norwegian elementary schools. A quasi-experimental approach was employed with students in the treatment and control groups matched on grade and reading comprehension level. The intervention was delivered by teachers in small groups for 60 minutes three times per week over a period of 10 weeks. At the end of the intervention, the treatment group showed significantly greater gains than the control group on researcher-created and transfer measures of language and a transfer measure of reading comprehension. There were no statistically significant effects of the intervention on two measures of decoding. The results support the hypothesis that comprehensive word knowledge instruction is effective in improving language abilities underpinning reading comprehension. The utility of this approach for improving decoding abilities remains unclear.