Effects of a Morpheme-Based Spelling Intervention Challenging Previous Results

Autor/inn/en	Jöbstl, Viktoria; Kargl, Reinhard; Prattes, Anna E.; Beyersmann, Elisabeth; Landerl, Karin
Titel	Effects of a Morpheme-Based Spelling Intervention Challenging Previous Results
Quelle	In: International Electronic Journal of Elementary Education, 13 (2021) 5, S.651-671 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Jöbstl, Viktoria) ORCID (Beyersmann, Elisabeth) ORCID (Landerl, Karin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Morphemes; Spelling; Intervention; Morphology (Languages); Decision Making; Comparative Analysis; Reading Tests; Standardized Tests; Literacy Education; German; Elementary School Students; Teaching Methods; Grade 2; Priming; Metalinguistics; Task Analysis; Language Processing; Reaction Time + Suchen Sie Ihr Suchwort? Morphem; Schreibweise; Morphology; Morphologie; Decision-making; Entscheidungsfindung; Lesetest; Standadised tests; Standardisierter Test; Deutscher; Teaching method; Lehrmethode; Unterrichtsmethode; School year 02; 2. Schuljahr; Schuljahr 02; Metalanguage; Metasprache; Aufgabenanalyse; Sprachverarbeitung; Reaktionsvermögen
Abstract	Morpheme-based literacy training programs are widely used in German primary schools. This study investigated whether (1) morphological training is effective early in development (Grade 2) and (2) literacy gains can be attributed to advanced morphological processing. Fifty-two German-speaking second-graders participated in an eight-week morpheme-based training program, while an age-matched control group (n = 41) attended regular language classes. All children completed spelling, reading and morphological awareness tasks and participated in a masked primed lexical decision experiment, once before training, and then again following training. We observed training effects for spelling and reading morphologically complex words, with bigger increases in the intervention than the control group. In addition, the masked priming results revealed that lexical decision times decreased more strongly in the intervention than the control group, but there was no clear training impact on the pattern of morphological priming. However, the performance on standardized reading tests and a morphological awareness task did not differ across participant groups. Thus, while written language processing improved, it is unclear whether these effects can be attributed to morphological processing or rather general gains in orthographic knowledge. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01