An intervention program for classroom teaching about morphemes: Effects on the children's vocabulary
We have now described, in Chapters 3 and 4, how our ideas about teaching morphemes fared when we took the path to the classroom and asked schoolteachers to use our methods with whole classes of children. In this chapter we shall describe what happened when we took the same path with our idea that te...
| Main Authors: | , , , , , |
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| Format: | Book section |
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Routledge Taylor and Francis Group
2006
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| _version_ | 1797089916899819520 |
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| author | Nunes, T Bryant, P Pretzlik, U Burman, D Bell, D Gardner, S |
| author_facet | Nunes, T Bryant, P Pretzlik, U Burman, D Bell, D Gardner, S |
| author_sort | Nunes, T |
| collection | OXFORD |
| description | We have now described, in Chapters 3 and 4, how our ideas about teaching morphemes fared when we took the path to the classroom and asked schoolteachers to use our methods with whole classes of children. In this chapter we shall describe what happened when we took the same path with our idea that teaching children about morphemes should help them to learn new words as well. We had three reasons for investigating whether teaching children about morphemes has a positive effect on their vocabulary growth. The first is that various theories (see Chapter 1) suggest that growth in vocabulary is a possible outcome of enhancing children's awareness of morphemes. Morphemes are units of meaning, and most of the words that children learn from the middle of primary school on are polymorphemic words. So, if children have a way of analyzing these words, they might find them easier to learn. The second reason is that vocabulary is an important part of literacy learning: Children's text comprehension is highly related to the size of their vocabulary. The third reason is also important: Research on how to teach children about vocabulary has dealt predominantly with the question of how to teach specific new words. This research focuses mainly on how many repetitions are required and whether it is best to get the children to encounter new words in a text or in isolation, to provide them with definitions or with different sentences in which the meaning and use of the word is illustrated. Our own idea is different to this. We argue that teaching children word-attack strategies based on morphemes should help them to analyze new words in order to understand their meaning. We carried out the next study to test this idea. |
| first_indexed | 2024-03-07T03:10:55Z |
| format | Book section |
| id | oxford-uuid:b42e015e-290d-4736-a069-ba56b3e1bd04 |
| institution | University of Oxford |
| last_indexed | 2024-03-07T03:10:55Z |
| publishDate | 2006 |
| publisher | Routledge Taylor and Francis Group |
| record_format | dspace |
| spelling | oxford-uuid:b42e015e-290d-4736-a069-ba56b3e1bd042022-03-27T04:24:15ZAn intervention program for classroom teaching about morphemes: Effects on the children's vocabularyBook sectionhttp://purl.org/coar/resource_type/c_3248uuid:b42e015e-290d-4736-a069-ba56b3e1bd04Symplectic Elements at OxfordRoutledge Taylor and Francis Group2006Nunes, TBryant, PPretzlik, UBurman, DBell, DGardner, SWe have now described, in Chapters 3 and 4, how our ideas about teaching morphemes fared when we took the path to the classroom and asked schoolteachers to use our methods with whole classes of children. In this chapter we shall describe what happened when we took the same path with our idea that teaching children about morphemes should help them to learn new words as well. We had three reasons for investigating whether teaching children about morphemes has a positive effect on their vocabulary growth. The first is that various theories (see Chapter 1) suggest that growth in vocabulary is a possible outcome of enhancing children's awareness of morphemes. Morphemes are units of meaning, and most of the words that children learn from the middle of primary school on are polymorphemic words. So, if children have a way of analyzing these words, they might find them easier to learn. The second reason is that vocabulary is an important part of literacy learning: Children's text comprehension is highly related to the size of their vocabulary. The third reason is also important: Research on how to teach children about vocabulary has dealt predominantly with the question of how to teach specific new words. This research focuses mainly on how many repetitions are required and whether it is best to get the children to encounter new words in a text or in isolation, to provide them with definitions or with different sentences in which the meaning and use of the word is illustrated. Our own idea is different to this. We argue that teaching children word-attack strategies based on morphemes should help them to analyze new words in order to understand their meaning. We carried out the next study to test this idea. |
| spellingShingle | Nunes, T Bryant, P Pretzlik, U Burman, D Bell, D Gardner, S An intervention program for classroom teaching about morphemes: Effects on the children's vocabulary |
| title | An intervention program for classroom teaching about morphemes: Effects on the children's vocabulary |
| title_full | An intervention program for classroom teaching about morphemes: Effects on the children's vocabulary |
| title_fullStr | An intervention program for classroom teaching about morphemes: Effects on the children's vocabulary |
| title_full_unstemmed | An intervention program for classroom teaching about morphemes: Effects on the children's vocabulary |
| title_short | An intervention program for classroom teaching about morphemes: Effects on the children's vocabulary |
| title_sort | intervention program for classroom teaching about morphemes effects on the children s vocabulary |
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