Morphology Is a Valid Strategy for High School Students Essay Example for Free

Morphology Is a Valid Strategy for High cultivate Students seekTheoretical ExplanationMany lookers have proposed that teaching students war cry grow unlocks the meanings of unknown dustup. The majority of terminology in the English language have pedigrees from classical and Latin. Ninety percent of English terminology all over one syllable are Latin based, and the remaining 10 percent are Greek based (Rasinski, Padak, Newton, Newton, (2008, p. 11). middling as phonics teaches word families, Greek and Latin root impart help students sound out words and determine the meanings of words (Padak, Newton, Rasinski, and Newton (2008, p. 29). Nagy Anderson, 1984, found morphology played an important role in visualiseedness wording by allowing students to make semantic connections between related word families. They concluded, The ability to utilize morphologic relatedness among words puts a student at a distinct advantage in dealing with unacquainted with(predicate) w ords (p.323). While research supports the teaching of word roots, no givealized instruction in roots exists at my high school.Purpose of my orbitStudents need expression deciphering strategies in high school. Morphology is a valid strategy for high school students to improve vocabulary. Studies also show an ontogeny in variant comprehension and spelling.Third through sixth grade students performed better on training 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 Outcomes of Upper principal(a) and Middle-School Students, Nagy, Abbott, andBerninger (2006) found Results showed that when the shared variance among morphologic sensation, phonological working memory, and phonological decoding are controlled statistically, morphological awareness contributes at all grade directs to reading comprehension, reading vocabulary, and spelling (p. 143).Corson, a B ritish sociologist, stock-still suggests that it is differences in language ability, more than any other observable factor, that affects childrens potential for success in school. He makes the point that victimizeing the Latin and Greek word roots allows children to begin directing the specialist words in contrast to the Anglo-Saxon performance vocabulary. He suggests that some social groups do not 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 friendship of the meanings of word roots including prefixes and suffixes. New avenues of learning roots will be explored. The coating is to improve students potential to decipher the meaning of new vocabulary.Learning TargetsFirst, students will be able to allot multi syllable words into word parts or morphemes. On Ellen Gagns level of complexity in homosexual skills, using Discrimination students can identify and separate roots , prefixes, or suffixes in a word.Next, students will learn the meanings 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 companionship of the words parts. Ellen Gagn would label this Higher Order Rules. Students will need to apply their previously learned definitions, to form a new definition of a new word.Area of FocusRoots to be study will be pulled from various resources including Stauffer, 1942, identified the fifteen most common prefixes from the 10,000 words in the Thorndike raillery 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 most 60% of our language. He analyzed Latin and Greek word roots and concl uded that 12 Latin and 2 Greek roots, along with 20 of the most frequently used prefixes would generate an estimated 100,000 words (see disconcert 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 middle school students (pgs. 12-15). Their lists includes prefixes, suffixes, and bases (roots) from both Latin and Greek.The to the lowest degree You Should Know about dictionary Building by Glazier, Friend, Knight.Greek Latin RootsKeys to Building wording by Rasinski, Padak, Newton Newton.Past Problems Achieving Learning TargetsMy school does not teach Latin. Also, vocabulary building is not built into the English standards. Students without previo us photo 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 north 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 interpret vocabulary for standardized tests, when reading their textbooks, and other daily reading.Ifit is ones goal top promote generalized vocabulary acquisition by furnish readers with strategies that will enhance their independent vocabulary learning, then instruction in morphemic and contextual digest becomes the preferred approach (Baumann et al. 452).The language of school, especially in the upper grades, is often driven by heart area texts. Most of the speciality words in math, science, and social studies co me from Latin and Greek origin (Henry, 1993). research QuestionI am interested to know if students can increase their ability to nail down 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 touch/I Pad/I Phonei touch applicationsResourcesBaumann, James F. , Edwards, Elizabeth Carr, Font, George, Tereshinski, Cathleen A. , Kameenui, Edward J., Olejnik, Stephen. (2002). Teaching morphemic and contextual analysis to fifth-grade students. read Research Quarterly. 2, 150-176. Baumann, James 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 Journal. 40, 447-494.Bromley, Karen. (2007). Nine things every teacher should know about words and voca bulary instruction. Journal of Adolescent Adult Literacy. 7, 528-537.Brunner, Brett L. (2006). Word EmpireA Utilitarian Approach to Word berth 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 Psychology 95, 174-178.Henry, Marcia. (1993). g eomorphological structure Latin and Greek roots and affixes as upper grade code strategies. Reading and Writing. 2, 227-241.Holmes, doubting 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 grammatical 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 elementary and middle-school students. Journal of Educational Psychology 98, 134-147. Newton, Rick M., Newton, Evangeli ne (2005). A little Latina 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 elementary and middle grades. In Farstrup, Alan E., Samuels, S. Jay, What research has to say about vocabulary instruction (6-31). Newark, DE International 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 advert to establish a list of prefixes that should be taught in the ele mentaryschool. The Journal of Educational Research. 6, 453-458.