Morphology Is a Valid Strategy for High School Students Essay

Theoretical reportMany researchers have proposed that direction students intelligence operation grow unlocks the meanings of unheard-of forges. The volume of enounces in the incline speech have origins from Greek and Latin. cardinal percent of English words over one syll adequate to(p) are Latin based, and the remaining 10 percent are Greek based (Rasinski, Padak, due north, & Newton, (2008, p. 11). bonny as phonics teaches word families, Greek and Latin roots go forth religious service students sound out words and determine the meanings of words (Padak, Newton, Rasinski, and Newton (2008, p. 29). Nagy & Anderson, 1984, constitute morphology played an important role in learning wording by allowing students to make semantic connections between related word families. They concluded, The competency to utilize morphological relatedness among words puts a student at a distinct advantage in dealing with unfamiliar words (p.323). while research supports the teaching of w ord roots, no formalized mastery in roots exists at my richly crop.Purpose of my conceiveStudents need verbiage deciphering strategies in high school. Morphology is a valid strategy for high school students to improve diction. Studies also show an increase in variant comprehension and spelling.Third done sixth grade students performed better on drill and spelling with morphophonemic training than with just training in phonics (Henry 1988, 1989, 1993).In the study, Contributions of Morphology Beyond Phonology to Literacy Out poses of Upper Elementary and Middle-School Students, Nagy, Abbott, andBerninger (2006) fix Results showed that when the shared variance among morphological awareness, phonological working memory, and phonological decipher are controlled statistically, morphological awareness contributes at all grade take aims to allegeing comprehension, reading vocabulary, and spelling (p. 143).Corson, a British sociologist, even suggests that it is differences in wrangle ability, more than any other observable factor, that affects childrens po encampial for success in school. He makes the point that learning the Latin and Greek word roots allows children to begin learning the specialist words in tell to the Anglo-Saxon performance vocabulary. He suggests that some social groups do non learn these special words in their natural environment. (1985, p.28).The purpose of this study is to develop student morphemic awareness and increase their knowledge of the meanings of word roots including prefixes and suffixes. New avenues of learning roots leave be explored. The terminus is to improve students potential to decipher the meaning of radical vocabulary. acquire TargetsFirst, students lead be able to divide multi syllable words into word parts or morphemes. On Ellen Gagns level of complexity in human skills, utilize Discrimination students can identify and separate roots, prefixes, or suffixes in a word.Next, students will learn the meanin gs of common prefixes, suffixes and roots. Ellen Gagn would label Greek 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 erudite definitions, to form a new definition of a new word.Area of FocusRoots to be studied will be pulled from various resources including Stauffer, 1942, identified the fifteen most(prenominal) common prefixes from the 10,000 words in the Thorndike article 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).Brown (1947) noted that 80% of the English words borrowed from other languages come to us from Latin and Greek and make up approximately 60% of our language. He analyzed Latin and Greek word roots and concluded that 12 Latin and 2 Greek roots, along with 20 o f the most frequently used prefixes would founder an estimated 100,000 words (see Table 1)(Henry, 1993).Browns fourteen roots 1.tent, ten, tin, tain 2.mit,miss, mitt 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, intermediate and diaphragm school students (pgs. 12-15). Their lists includes prefixes, suffixes, and bases (roots) from both(prenominal) Latin and Greek.The Least You Should Know about Vocabulary Building by Glazier, Friend, & Knight.Greek & Latin RootsKeys to Building Vocabulary by Rasinski, Padak, Newton & Newton.Past Problems Achieving Learning TargetsMy school does not teach Latin. Also, vocabulary construction is not built into the English standards. Students without previous exposure 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.SignificanceStudents 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 symbolise 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, then instruction in morphemic and contextual analysis becomes the preferred approach (Baumann et al. 452).The language of school, especially in the speeding grades, is often driven by nitty-gritty area texts. Most of the speciality words in math, science, and social studies come from Latin and Greek o rigin (Henry, 1993). search 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 Plan Ideaswiki/notebookflash cards/virtual flashcards/app for I move/I Pad/I Phonei touch applicationsResourcesBaumann, jam F. , & Edwards, Elizabeth Carr, Font, George, Tereshinski, Cathleen A. , Kameenui, Edward J., Olejnik, Stephen. (2002). command morphemic and contextual analysis to fifth-grade students. Reading inquiry Quarterly. 2, 150-176. Baumann, crowd F., Boland, Eileen M., &Edwards, Elizabeth Carr, & 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 every teacher should know about words and vocabulary instruction. Journa l of puerile & Adult Literacy. 7, 528-537.Brunner, Brett L. (2006). Word EmpireA functional Approach to Word Power 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. Reading Research Quarterly. 4, 428-449.Fresch, Mary Jo (2007). Word study Ways to captivate 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 Stern (2003). In search of the benefits of learning Latin. Journal of Educational psychological science 95, 174-178.Henry, Marcia. (1993). Morphologica l 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 well-formed morphemes. Language. 4, 742-777. Nagy, William E., Anderson, Richard C. (1984). How many 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 easy and middle-school students. Journal of Educational Psychology 98, 134-147. Newton, Rick M., & Newton, Evangeline (2005). A little La tina 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). Getting to the root of word study teaching latin and greek word roots in simple and middle grades. In Farstrup, Alan E., &Samuels, S. Jay, What research has to say about vocabulary instruction (6-31). Newark, DE internationalist 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 Study of prefixes in the Thorndike List to establish a list of prefixes that should be taught in the elementaryschool. Th e Journal of Educational Research. 6, 453-458.