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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.

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.

\"Little\" Words often carry complex meanings. Pronoun resolution is an essential component of comprehension. Skilled readers work to maintain text cohesion (i.e., they resolve the pronouns as needed.) Less proficient readers often are not as proficient in resolving pronouns. Limited pronoun resolution limits comprehension. This article defines pronoun resolution as a comprehension task and offers instructional approaches to teaching students this oft‐neglected comprehension strategy.

Competing theories are quite common in education. In spelling research, two general perspectives have emerged over the years: stage theory and repertoire/alternative theories. Exploring these perspectives is important because teachers need to understand how spelling knowledge is critical for learning to read words and to write them. Stage theory suggests that learners follow a developmental progression that reflects the increasing complexity of the spelling system itself. Alternative theorists suggest that learners do not follow a linear progression but are able to understand much more information about the spelling system throughout their development. The author explores the debate between these two conceptions, identifying not only important differences but also where there is common ground. Implications for spelling, word analysis, and vocabulary instruction are provided.

The complexities of words in different subject areas increase as students transition from elementary school to middle school. Although most secondary school readers can read monosyllabic words, many other older readers have difficulty with reading multisyllabic words because of their poor phonological and morphological skills. Explicit word‐reading instruction, focused on syllabic and morphemic analyses of multisyllabic words, therefore should be considered for advancing older struggling readers’ word‐reading skills. Results from word‐reading interventions have shown that analyses of syllables and morphemes in multisyllabic words advance older struggling readers’ phonological and morphological skills. Proficiency in recognizing syllables and morphemes in multisyllabic words then promotes older struggling readers’ accurate reading of complex words. Therefore, reading instruction for struggling older readers should focus on using syllable and morpheme analyses for promoting their multisyllabic word reading.

The authors examine the growth and impact of guided reading, small group teaching for differentiated instruction in reading that was stimulated by their early publications. Many changes in literacy education have been observed as a result—almost as if educators had a “romance” with guided reading and leveled books. While changes have been positive, the “reality” is that there is much more work to be done to bring guided reading to its full potential for helping children become effective and joyful users of literacy. The authors call for a deeper understanding of the reading process and of the text characteristics of leveled books. They discuss misconceptions regarding fluency and describe the strategic use of assessment and the role of facilitative talk. Regarding guided reading instruction, we are at the end of the beginning and need to forge new understandings for the future.

The authors assessed 4,865 middle and high school students for the ability to recognize and understand written and spoken morphologically simple words, morphologically complex words, and the syntactic structure of sentences and for the ability to answer questions about facts presented in a written passage and to make inferences based on those facts. Factor analysis of combined accuracy and reaction time results for the tests of simple words, complex words, and sentences resulted in three factors in both the auditory and written modalities, reflecting recognition of forms of simple and complex words, understanding of simple and complex words, and recognition of the structure and understanding the meaning of sentences. Structural equation models showed direct effects of these factors in both modalities on written passage comprehension. The results provide evidence that skills in processing language in the written modality are separate from, although related to, skills in auditory language processing and are important determinants of comprehension of written passages in middle and high school. Chinese 本文作者评估了4,865名初中和高中学生若干方面的能力:在书面和口语方面对构词简单和复杂的词语以及句子句法结构的认识能力和理解能力,回答书面文章中有关事实问题的能力,以及基于这些事实而作出推理的能力。简单词语、复杂词语和句子结构的准确度和反应时间综合测试结果,经因子分析后,显示出在听觉和书面两种模式中的三个因子,分别为对简单和复杂单词形式的认识,对简单和复杂词汇的理解,以及对句子结构的认识和句子含义的理解。结构方程模型显示出这些因子在两种模式中对文章理解的直接影响。本研究结果提供证据证明,书面文章中的语言处理技能,虽然与听觉语言处理技能有关,但可与之分开,而且是初中和高中生理解书面文章的重要决定因素。 Spanish Los autores evaluaron 4,865 estudiantes de escuelas intermedias y secundarias para determinar su habilidad de reconocer y entender palabras, escritas u orales, que eran morfológicamente sencillas, morfológicamente complejas y la estructura sintáctica de oraciones, y la habilidad de contestar preguntas sobre hechos presentados en un pasaje escrito y hacer inferencias basadas en dichos hechos. El análisis factorial de los resultados de la combinación de precisión y tiempo para reaccionar en los exámenes de las palabras sencillas, palabras complejas, y oraciones resultó en tres factores en ambas modalidades, la oral y la escrita, mostrando el reconocimiento de las formas de las palabras sencillas y complejas, el entendimiento de palabras sencillas y complejas, y el reconocimiento de la estructura y el entendimiento del sentido de las oraciones. Modelos de la ecuación estructural mostraron que estos factores tenían efectos directos en ambas modalidades sobre la comprensión de pasajes escritos. Los resultados son evidencia de que las destrezas de procesar el lenguaje en la modalidad escrita son diferentes de, aunque relacionadas a, las destrezas del procesamiento del lenguaje oral y son determinantes importantes de la comprensión de pasajes escritos en las escuelas intermedias y secundarias. Arabic قام المؤلفين بتقييم 4865 طلاب من المدارس المتوسطة والثانوية على قدرتهم على إدراك وفهم الكلمات المكتوبة والمنطوقة ذات التركيب البسيط، والكلمات المعقدة التركيب، وتركيب الجمل النحوي، وقدرتهم على إجابة أسئلة حول الوقائع المعروضة في الفقرة المكتوبة والوصول لاستنتاجات بناءً على تلك الوقائع. تحليل مشترك لعاملي الإتقان والسرعة الإجابة على إمتحان الكلمات البسيطة والمعقدة، والجمل أسفرت على ثلاثة عوامل في كل من طرائق السمع والكتابة عكس قدرة الاستيعاب لأشكال الكلمات البسيطة والمعقدة، والتعرف على التركيب الهيكلي، وفهم معاني الجمل. أظهرت نماذج المعادلة الهيكلية آثار مباشرة لهذه العوامل في كل من الطرائق فهم الفقرات المكتوبة. توفر النتائج دليلاً على أن المهارات في معالجة اللغة في الطرائق المكتوبة منفصلة عن (على الرغم من أنها تتصل بـ) المهارات في معالجة اللغة السمعية وهي المحددات الهامة لفهم الفقرات المكتوبة في المدارس المتوسطة والثانوية. Russian Авторы оценили способность учеников средних и старших классов (всего 4865 человек) узнавать и понимать в устном и письменном виде слова с морфологически простой и сложной структурой, а также синтаксическую структуру предложений. Кроме того, оценивалась способность ответить на вопросы по прочитанному отрывку текста и сделать из него выводы. Факторный анализ общей точности и время реакции для тестов на простые и сложные слова и предложения выявили следующие факторы их восприятия как в устном, так и в письменном виде: распознавание и понимание простых и сложных слов, распознавание структуры предложений и понимание их смысла. Моделирование структурными уравнениями подтверждает прямое влияние этих факторов на способность ответить на вопросы и сделать выводы из прочитанного текста. Полученные результаты свидетельствуют о том, что навыки восприятия слов и предложений в письменной форме хотя и связаны с восприятием на слух, но являются отдельными навыками и от них в значительной степени зависит понимание прочитанного в средней и старшей школе. French Les auteurs ont évalué 4.865 élèves de collège et lycée sur leur capacité à reconnaître et comprendre à l’écrit et à l'oral des mots simples morphologiquement, des mots morphologiquement complexes, la structure syntaxique de phrases, ainsi que leur capacité à répondre à des questions sur des faits présentés dans un passage écrit et à faire des inferences à partir de ces faits. L'analyse factorielle de résultats combinant exactitude et temps de réaction à des mots simples, des mots complexes et des phrases fait apparaître trois facteurs pour les deux modalités écrite et orale qui reflètent la reconnaissance des mots simples et complexes, la reconnaissance de la structure et la compréhension du sens des phrases. Les modèles d'analyse structurale montrent un effet direct de ces facteurs dans les deux modalités sur la compréhension du passage écrit. Ces résultats prouvent que les compétences pour le traitement du langage à l’écrit sont distinctes, quoique liées, aux compétences de traitement de l'oral et sont des déterminants importants de la compréhension de passages écrits au collège et au lycée.

The teaching approach described in this article was originally designed for kindergarten students who are at risk for reading disorders. In a 30‐minute session, students practiced attending to and identifying the spelling patterns, pronunciations, and meanings of common morphological suffixes through listening activities, interactive book reading, and word sorts. A sample of kindergarten students with low early reading skills who received this intervention made large treatment gains in word reading, morphological awareness, and spelling after 12 hours of total instruction. These small‐group activities can be incorporated into teachers’ existing literacy instruction or provided as part of intensive intervention for at‐risk students. A list of books appropriate for targeting five common suffixes is provided.

Adolescents often use root word and affix knowledge to figure out unknown words. Anglin (1993) found that younger readers favor the Part-to-Whole strategy, and Tyler and Nagy (1989) confirmed the importance of root-word knowledge for middle school students. This study seeks to understand the different strategies middle school readers use so that teachers can leverage these approaches in future morphological instruction. The authors interviewed 20 seventh- and eighth-grade students from two middle schools in the Southeastern United States. Males and females were represented evenly across sites. They chose these two schools because each served populations of either proficient or struggling readers and could showcase the problem-solving strategies used by these different groups of readers. Study data were collected through 20-minute interviews led by the authors of this article. Students were asked to problem solve 12 morphologically complex words, with follow-up questions about their problem-solving processes. Because they focused on how students might use morphology beyond orthography and phonology, when students mispronounced a word, the interviewer gave them the correct pronunciation. Based on their findings, the authors discuss strategies and make instructional recommendations to support students in determining word meanings. The article concludes that although only part of comprehensive vocabulary instruction, morphological problem-solving strategies can be powerful tools in a student's literacy tool belt. Their analysis suggests students use sophisticated strategies when trying to figure out the meanings of morphologically complex words. (Contains 6 figures and 3 tables.)