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The effects of a multilinguistic morphological awareness approach for improving language and literacy.
MedLine Citation:
PMID:  24306460     Owner:  NLM     Status:  In-Data-Review    
The purpose of this study was to examine the effectiveness of a multilinguistic intervention to improve reading and spelling in primary grade students who struggle with literacy. Twenty second-grade students with spelling deficits were randomly assigned to receive a multilinguistic intervention with a phonological and orthographic awareness emphasis, or one with an additional morphological awareness focus. The morphological intervention group performed better on standardized measures of reading comprehension, and spelling, and on a nonstandardized spelling test of morphological patterns. Both groups improved and no between-group differences were found on a standardized measure of word identification and word attack, as well as on a nonstandardized spelling test of orthographic patterns.
Julie A Wolter; Valisa Dilworth
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:  76-85     Citation Subset:  IM    
1Utah State University, Logan, USA.
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