Document Detail


Morphological awareness and vocabulary development among kindergarteners with different ability levels.
MedLine Citation:
PMID:  24306459     Owner:  NLM     Status:  In-Data-Review    
Abstract/OtherAbstract:
Our goal was to investigate the growth of vocabulary and morphological awareness over time in the context of an intervention for kindergartners with different ability levels in these skills. Participants in this exploratory study were 108 children from schools serving socioeconomically disadvantaged neighborhoods. Results indicated that children significantly improved their morphological awareness skills and vocabulary over a period of 4 months ( $${\hbox{ \eta }}_{p}^{2}$$ = .61 for morphological awareness and $${\hbox{ \eta }}_{p}^{2}$$ = .53 for vocabulary), with the greatest gains made by children who were initially low on these measures. Morphological awareness and vocabulary skills were reciprocally related; each made a unique contribution to growth in the other. The results suggest that it may be beneficial to combine instruction in vocabulary and morphological awareness and that kindergarten teachers can successfully do so with guidance.
Authors:
Gloria Ramirez; Patrick Walton; William Roberts
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Publication Detail:
Type:  Journal Article    
Journal Detail:
Title:  Journal of learning disabilities     Volume:  47     ISSN:  1538-4780     ISO Abbreviation:  J Learn Disabil     Publication Date:    2014 Jan-Feb
Date Detail:
Created Date:  2013-12-05     Completed Date:  -     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  0157312     Medline TA:  J Learn Disabil     Country:  United States    
Other Details:
Languages:  eng     Pagination:  54-64     Citation Subset:  IM    
Affiliation:
1Thompson Rivers University, Kamloops, BC, Canada.
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