Morphology Is a Valid Strategy for High School Students Essay

Theoretical accountM all researchers decl atomic number 18 professional personposed that educational activity students boy grow unlocks the meanings of unknown region actors line. The majority of treatments in the side of meat speech have origins from Hellenic and Latin. Ninety percent of English discussions over one syll equal to(p) are Latin based, and the remaining 10 percent are classic based (Rasinski, launching padak, Newton, & angstrom Newton, (2008, p. 11). Just as phonics teaches al-Quran families, Hellenic and Latin grow lead table service students sound out row and take form the meanings of nomenclature (Padak, Newton, Rasinski, and Newton (2008, p. 29). Nagy & adenylic acid Anderson, 1984, form morphology played an important character in learning phraseology by allowing students to make semantic connections between cogitate word families. They reason out, The tycoon to utilize structural relatedness among lyric puts a student at a distinct a dvantage in dealing with unfamiliar haggle (p.323). man research supports the breeding of word grow, no formalized instruction in grow exists at my lofty trail.Purpose of my workStudents requisite language deciphering strategies in mellowed school. word grammatical construction is a valid scheme for high school students to reform vocabulary. Studies too show an increase in information comprehension and spelling.Third through sixth grade students performed better on rendering and spelling with morphophonemic training than with retributory training in phonics (Henry 1988, 1989, 1993).In the study, Contributions of Morphology Beyond Phonology to Literacy Outcomes of Upper easy and heart and soul-School Students, Nagy, Abbott, and Berninger (2006) found Results showed that when the shared variance among geomorphological awareness, phonological working memory, and phonological decipher are controlled statistically, morphological awareness contributes at all g rade take aims to class period comprehension, reading vocabulary, and spelling (p. 143).Corson, a British sociologist, flat suggests that it is differences in language ability, more than any other(a) observable factor, that affects childrens capableness for success in school. He makes the dose that learning the Latin and Hellenic word grow allows children to begin learning the redundantiser words in contrast to the Anglo-Saxon performance vocabulary. He suggests that some societal groups do not learn these special words in their natural environment. (1985, p.28).The propose of this study is to develop student morphemic awareness and increase their noesis of the meanings of word roots including prefixes and suffixes. New avenues of learning roots give be explored. The polish is to improve students potential to decipher the meaning of bracing vocabulary.Learning Tar let downsFirst, students will be able to divide multi syllable words into word split or morphemes. On El len Gagns level of multiplexity in human skills, utilise Discrimination students hobo identify and detach roots, prefixes, or suffixes in a word.Next, students will learn the meanings of common prefixes, suffixes and roots. Ellen Gagn would scar classic and Latin roots Defined Concepts.I hope to show students will be able to determine a words meaning based on their knowledge of the words parts. Ellen Gagn would label this Higher Order Rules. Students will need to apply their previously learned definitions, to form a stark naked definition of a new word.Area of Focusroot to be studied will be pulled from various resources including Stauffer, 1942, determine the fifteen close to common prefixes from the 10,000 words in the Thorndike leger Book ab (from) ,ad (to),be (by),com (with),de (from),en (in),ex (out),in (into), in (not),pre (before), pro (in front of), re (back), sub (under), un (not) (pg. 455). embrown (1947) noted that 80% of the English words borrowed from other lan guages come to us from Latin and classic and make up nigh 60% of our language. He analyzed Latin and classic word roots and concluded that 12 Latin and 2 Greek roots, along with 20 of the most lotstimes used prefixes would generate an estimated 100,000 words (see delay 1)(Henry, 1993).Browns fourteen roots 1.tent, ten, tin, tain 2.mit,miss, hand 3.cap,capt, cip,cept , 4. 14. scribe,script 5. sat, stat, sist 6. graph,gram 7. log,logy 8.spect 9. plic,pled, 10.ply11. tens,tend, tent 12.duc,duct 13. pos,pon 14. face,tic, factPadak, Newton, Rasinski, and Newton (2008) identified a series of level 1, level 2, and level 3 roots for primary, arbitrate and middle school students (pgs. 12-15). Their lists includes prefixes, suffixes, and bases (roots) from both Latin and Greek.The Least You Should Know about diction construct by Glazier, Friend, & international adenineere Knight. Greek & angstrom unit Latin RootsKeys to Building Vocabulary by Rasinski, Padak, Newton &type A Newt on.Past Problems Achieving Learning TargetsMy school does not teach Latin. Also, vocabulary building is not built into the English standards. Students without previous motion picture to word roots, suffixes, and prefixes will not get additional exposure at our high school. The school I teach at draws students from 27 different towns throughout northwesterly Connecticut. Students do not come with a consistent core of learned roots. conditional relationStudents need to increase their vocabulary to be able to read and comprehend complex texts. Students that can use context clues and knowledge of word origins to decipher a new words meaning. Students need to make up vocabulary for standardized tests, when reading their textbooks, and other daily reading.Ifit is ones goal top promote generalized vocabulary acquisition by equipping readers with strategies that will enhance their independent vocabulary learning, accordingly instruction in morphemic and contextual analysis becomes the p referred approach (Baumann et al. 452).The language of school, especially in the speeding grades, is often driven by content playing area texts. Most of the speciality words in math, science, and social studies come from Latin and Greek origin (Henry, 1993). look QuestionI am interested to know if students can increase their ability to define unknown words if they have knowledge of dividing words into morphemes and have learned prefixes, suffixes, and roots. Learning protrude Ideaswiki/notebookflash cards/virtual(prenominal) flashcards/app for I get to/I Pad/I Phonei touch applicationsResourcesBaumann, James F. , &type A Edwards, Elizabeth Carr, Font, George, Tereshinski, Cathleen A. , Kameenui, Edward J., Olejnik, Stephen. (2002). Teaching morphemic and contextual analysis to fifth-grade students. class period Research Quarterly. 2, 150-176. Baumann, James F., Boland, Eileen M., & adenineEdwards, Elizabeth Carr, & adenosine monophosphate Olejnik, Stephen, & Kameenui, Edward J. (2003). Vocabulary tricks Effects of instruction in morphology and context on fifth-grade studentsability to derive and infer word meanings. American educational Research ledger. 40, 447-494.Bromley, Karen. (2007). Nine things all(prenominal) teacher should know about words and vocabulary instruction. diary of stripling & Adult Literacy. 7, 528-537.Brunner, Brett L. (2006). Word EmpireA Utilitarian Approach to Word agency Brett L. Brunner, M.A. Star Nemeton Educational Innovations, LLCBryant, Peter, & Hurry, Jane, & Nunes, Terezinha, & Pretzlik, Ursula (2006). Improving literacy by teaching morphemes. New York, NY RoutledgeCarlisle, Joanne F, & Stone, Addison C. (2005). Exploring the role of morphemes in word reading. class period Research Quarterly. 4, 428-449.Fresch, bloody shame Jo (2007). Word study shipway to jinx reluctant learners. Adolescent Literacy in Perspective. March, 8-11.Glazier, Teresa Ferster, Knight, Laura, & Friend, Carol. (2004). The least you should know about vocabulary building Word roots. Wadsworth PublishingGreen, Tamara M (2008). Greek & Latin roots of English. Lanham, Maryland Rowman & Littlefield Publishers, Inc.Haag, E rigorous (2003). In search of the benefits of learning Latin. ledger of Educational psychological science 95, 174-178.Henry, Marcia. (1993). Morphological structure Latin and Greek roots and affixes as upper grade code strategies. Reading and Writing. 2, 227-241.Holmes, Thomas C., & Keffer, Ronald L (1995). A computerized method to teachLatin and Greek root words Effect on verbal SAT Scores. The Journal of Educational Research. 1, 47-50.Langer, Judith A. (2001). Beating the Odds Teaching Middle and High School Students to Read and write Well. American Educational Research Journal 40, 447-494.Menn, Lise, & Peters, Ann M, (1993). False starts and filler syllables Ways to learn grammatical morphemes. Language. 4, 742-777. Nagy, William E., Anderson, Richard C. (1984). How man y words are there in printed school English? Reading Research Quarterly. 19, 303-330.Nagy, William, Abbott, Robert D., & Berninger, Virginia W. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper basal and middle-school students. Journal of Educational Psychology 98, 134-147. Newton, Rick M., & Newton, Evangeline (2005). A gnomish Latina lot of English. Adolescent Literacy in Perspective. June, 2-7. Otterman, Lois. (1955). The value of teaching prefixes and word-roots. The Journal of Educational Research, 8, 611-616. Padak, Nancy, & Newton, Rick M., & Newton, Evaneline, & Bromley, Karen (2008). Greek and Latin roots Keys to building vocabulary. HuntingtonBeach, CA Shell Education.Padak, Nancy, & Newton, Evangeline & Rasinski, Timothy, & Newton, Rick M. (2008). acquiring to the root of word study teaching latin and greek word roots in elementary and middle grades. In Farstrup, Alan E., &Samuels, S. Jay, What research has to say about vocabulary instruction (6-31). Newark, DE International Reading Association.Scanlan, Richard, T. (1976). A computer-assisted-instruction course in vocabulary building through Latin and Greek roots. Foreign Language Annals. 6, 579-583.Stauffer, Russell G. (1942). A case of prefixes in the Thorndike List to establish a list of prefixes that should be taught in the elementaryschool. The Journal of Educational Research. 6, 453-458.