| Title: |
App-Based Morphological Training Produces Lasting Effects on Word Knowledge in Primary School Children: A Randomized Controlled Trial |
| Language: |
English |
| Authors: |
Torkildsen, Janne von Koss (ORCID 0000-0001-6574-456X); Bratlie, Siri Steffensen (ORCID 0000-0001-5670-1621); Kristensen, Jarl Kleppe (ORCID 0000-0003-4178-9637); Gustafsson, Jan-Eric (ORCID 0000-0003-2612-0329); Lyster, Solveig-Alma Halaas (ORCID 0000-0002-1129-4310); Snow, Catherine (ORCID 0000-0002-6292-1126); Hulme, Charles (ORCID 0000-0001-9499-5958); Mononen, Riikka-Maija; Naess, Kari-Anne B. (ORCID 0000-0002-0196-1538); López-Pedersen, Anita; Wie, Ona Bø; Hagtvet, Bente |
| Source: |
Journal of Educational Psychology. May 2022 114(4):833-854. |
| Availability: |
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: |
Y |
| Page Count: |
22 |
| Publication Date: |
2022 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education; Early Childhood Education; Grade 2; Primary Education |
| Descriptors: |
Morphemes; Morphology (Languages); Language Processing; Teaching Methods; Comparative Analysis; Elementary School Students; Grade 2; Foreign Countries; Computer Software; Linguistic Input; Reading Tests; Literacy; Children; Intelligence Tests; Language Skills; Reading Skills; Instructional Effectiveness; Norwegian |
| Geographic Terms: |
Norway |
| Assessment and Survey Identifiers: |
Test of Word Reading Efficiency; Wechsler Intelligence Scale for Children |
| DOI: |
10.1037/edu0000688 |
| ISSN: |
0022-0663 |
| Abstract: |
Morphemes, the smallest meaning-bearing units of language, recur in many words. Therefore, morphological knowledge can facilitate the comprehension of novel words. This study tested the effectiveness of a morphological training program on children's learning and retention of exposed words and morphologically related unexposed words compared with an active control condition. Norwegian second graders (N = 717) unselected for ability were individually randomized to either a morphological (n = 366) or a mathematical training program (n = 351). Both programs lasted for 8 weeks and were delivered as self-contained apps in a classroom setting. The morphological training built on the principle that frequency of target elements together with variation of nontarget elements can support implicit learning. Treatment-blind examiners assessed participants' meaning-based knowledge (word comprehension and definitions) and code-based knowledge (word reading fluency and spelling) at pretraining, immediately post training, and at follow-up 6 months later. An intention-to-treat analysis showed lasting effects of the morphological training on meaning-based knowledge of exposed words (posttest: d = 0.37; follow-up: d = 0.31) and unexposed words containing trained morphemes (posttest: d = 0.27; follow-up: d = 0.27) and code-based knowledge of exposed words (posttest: d = 0.22; follow-up: d = 0.13). For code-based knowledge of unexposed words, there were significant training effects at the posttest (d = 0.12) but not follow-up (d = 0.05). There were no significant effects on a far-transfer measure of general vocabulary. These results demonstrate that a brief morphological training program can produce lasting and educationally meaningful gains in students' word knowledge. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
EJ1338827 |
| Database: |
ERIC |