Morphology Is a Valid Technique for High School Students to Improve Vocabulary.

 Morphology Is a Valid Strategy for High School Students to further improve Vocabulary. Article

Tamara Connors Brennan


Prof. David Popp

Theoretical Justification

Many researchers have recommended that educating students expression roots unlocks the meanings of unknown words. Nearly all words in the English vocabulary have roots from Greek and Latin. Ninety percent of British words more than one syllable are Latina based, plus the remaining 10 percent are Greek based (Rasinski, Padak, Newton, & Newton, (2008, s. 11). Just as phonics instructs word households, Greek and Latin beginnings will help college students sound out words and determine the meanings of words (Padak, Newton, Rasinski, and Newton (2008, g. 29). Nagy & Anderson, 1984, identified morphology played an important part in learning vocabulary by permitting students to create semantic contacts between related word people. They concluded, " The ability to utilize morphological relatedness among words puts a student for a distinct edge in dealing with unfamiliar words” (p. 323). While research helps the instructing of phrase roots, no formalized teaching in roots exists inside my high school.

Aim of my examine:

Students will need vocabulary deciphering strategies in high school. Morphology is a valid strategy for high school students to improve vocabulary. Studies also show an increase in reading understanding and punctuational.

Third through sixth class students performed better upon reading and spelling with morphophonemic schooling than with just training in phonics (Henry 1988, 1989, 1993).

In the analyze, " Advantages of Morphology Beyond Phonology to Literacy Outcomes of Upper Elementary and Middle-School Students, ” Nagy, Abbott, and Berninger (2006) discovered " Outcomes showed that after the distributed variance amongst morphological recognition, phonological operating memory, and phonological solving are controlled statistically, morphological awareness contributes... at all class levels to reading comprehension, reading language, and spelling” (p. 143).

" Corson, a British sociologist, even suggests that it is variations in language potential, more than any other observable aspect, that influences children's likelihood of success at school. He makes the point that learning the Latin and Greek phrase roots enables children to begin with learning the 'specialist' words in contrast to the Anglo-Saxon 'performance' vocabulary. This individual suggests that several social teams do not find out these exceptional words inside their natural environment. " (1985, g. 28).

The objective of this analyze is to develop student morphemic awareness and increase their understanding of the connotations of expression roots which includes prefixes and suffixes. New avenues of learning roots will be discovered. The goal is to improve students' potential to decipher this is of new language.

Learning Objectives

First, learners will be able to split multi syllable words into word parts or morphemes. On Ellen GagnГ©'s standard of complexity in human skills, using Elegance students can identify and separate beginnings, prefixes, or perhaps suffixes in short.

Next, students will learn the meanings of common prefixes, suffixes and roots. Ellen GagnГ© would label Traditional and Latin roots Described Concepts.

I am hoping to show college students will be able to determine a word's meaning based upon their understanding of the word's parts. Ellen GagnГ© would label this kind of Higher Order Rules. Students will need to apply their previously learned definitions, to create a new meaning of a new term.

Area of Emphasis

Roots to be studied will be pulled from various methods including: Stauffer, 1942, determined the fifteen most common prefixes from the twelve, 000 phrases in the Thorndike Word Publication: 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).

" Darkish (1947) known that 80% of the The english language words obtained from other languages come to us from Latin and Greek and make up about 60% of the language. He analyzed Latin and Ancient greek language word roots and concluded that...

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