Morphological Analysis Instruction in the Elementary Grades: Which Morphemes to Teach and How to Teach Them

Autor/inn/en	Manyak, Patrick C.; Baumann, James F.; Manyak, Ann-Margaret
Titel	Morphological Analysis Instruction in the Elementary Grades: Which Morphemes to Teach and How to Teach Them
Quelle	In: Reading Teacher, 72 (2018) 3, S.289-300 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1713
Schlagwörter	Elementary School Students; Morphology (Languages); Teaching Methods; Vocabulary Development; Morphemes; Inferences; Reading Strategies; Elementary School Teachers; Researchers; Cooperation; Instructional Design; Grade 3; Grade 4; Grade 5; Guidelines + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Morphem; Inference; Inferenz; Reading strategy; Leselernstufe; Lesetechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Researcher; Forscher; Co-operation; Kooperation; Lesson concept; Lessonplan; Unterrichtsentwurf; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Richtlinien
Abstract	The authors address instruction in morphological analysis, a vocabulary-learning approach that involves teaching students the meanings of affixes (prefixes and suffixes) and word roots and a strategy for using knowledge of these morphemic elements to infer the meanings of unfamiliar words. The authors discuss their development of a list of affixes and word roots for instruction in grades 3-5, share this list, and provide guidelines for using it in elementary classrooms. The authors then describe four instructional activities that constitute the multidimensional approach to affix instruction that they designed through researcher-teacher collaboration and that produced robust student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01