The Effectiveness of a Morphology Intervention on the Reading Achievement of High School Students with Reading Disabilities

Autor/in	Nichols, Bonnie
Titel	The Effectiveness of a Morphology Intervention on the Reading Achievement of High School Students with Reading Disabilities
Quelle	(2019), (157 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-9357-0
Schlagwörter	Hochschulschrift; Dissertation; High School Students; Students with Disabilities; Reading Difficulties; Intervention; Morphology (Languages); Reading Instruction; Reading Achievement; Instructional Effectiveness; Student Attitudes; Reading Consultants; Word Recognition; Massachusetts + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Reading difficulty; Leseschwierigkeit; Morphology; Morphologie; Leseunterricht; Leseleistung; Unterrichtserfolg; Schülerverhalten; Worterkennung; Master-Studiengang
Abstract	Providing appropriate reading interventions for older, adolescent students is a complex and multifaceted process. There are a multitude of factors that influence student reading outcomes and the researcher aimed to explore how awareness of morphological structures can facilitate reading growth in high school students who have reading disabilities in a suburb of Boston, Massachusetts. Using morphological generalization theory and a case study approach, this study sought to examine to what degree high school students with reading disabilities made reading gains after the completion of a morphology-based intervention, and how they regarded their experience with reading and the intervention used, by addressing the following research questions: 1) What is the degree to which high school students with reading disabilities are affected by morphology-based intervention? 2) What are students' attitudes regarding their abilities and experience with the intervention? 3) How does the reading intervention specialist view the intervention and its effectiveness? Findings from this study suggest that systematic morphological instruction may play a pertinent role in providing students enhanced access to word recognition and word analysis strategies which aid in remediating reading gaps in high school students with reading deficits. Systematic morphology instruction in strategies for identifying common roots and affixes enhances structural word analysis skills and equips students with the tools necessary for uncovering unfamiliar words (Crosson & Moore, 2017). This may be especially impactful for students whose word recognition, reading abilities, and motivation have been compromised. Further, findings suggest that as students internalize new strategies, they begin to feel more positive about their own literacy skills. Results from this study have demonstrated the need for future exploration of methodologies for implementing morphology-based interventions, for assessing the effects of the instruction, and for measuring participant motivation and regard for interventions. Additional implications for practice and areas for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01