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- Torkildsen, J. V., et al.
(författare)
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App-Based Morphological Training Produces Lasting Effects on Word Knowledge in Primary School Children: A Randomized Controlled Trial
- 2022
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Ingår i: Journal of Educational Psychology. - : American Psychological Association (APA). - 0022-0663 .- 1939-2176. ; 114:4, s. 833-854
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Tidskriftsartikel (refereegranskat)abstract
- Morphemes, the smallest meaning-bearing units of language, recur in many words. Therefore, morphological knowledge can facilitate the comprehension of novel words. This study tested the effectiveness of a morphological training program on children's learning and retention of exposed words and morphologically related unexposed words compared with an active control condition. Norwegian second graders (N = 717) unselected for ability were individually randomized to either a morphological (n = 366) or a mathematical training program (n = 351). Both programs lasted for 8 weeks and were delivered as self-contained apps in a classroom setting. The morphological training built on the principle that frequency of target elements together with variation of nontarget elements can support implicit learning. Treatment-blind examiners assessed participants' meaning-based knowledge (word comprehension and definitions) and code-based knowledge (word reading fluency and spelling) at pretraining, immediately post training, and at follow-up 6 months later. An intention-to-treat analysis showed lasting effects of the morphological training on meaning-based knowledge of exposed words (posttest: d = .37; follow-up: d = .31) and unexposed words containing trained morphemes (posttest: d = .27; follow-up: d = .27) and code-based knowledge of exposed words (posttest: d = .22; follow-up: d = .13). For code-based knowledge of unexposed words, there were significant training effects at the posttest (d = .12) but not follow-up (d = .05). There were no significant effects on a far-transfer measure of general vocabulary. These results demonstrate that a brief morphological training program can produce lasting and educationally meaningful gains in students' word knowledge. Educational Impact and Implications Statement Words can consist of several meaningful parts, or morphemes, such as -ist in guitarist and re- in reuse. Understanding common morphemes helps children infer the meanings of new words. In this study, we tested the effects of working with an educational application (app) focusing on morphemes. Children completed app exercises such as sorting words or pictures according to their meaning, combining morphemes to build words, or identifying the correct word or morpheme to fit a sentence or picture context. We found that the app was effective in improving Norwegian second graders' ability to explain, understand, read, and spell words, including words which were not shown in the app, but which contained trained morphemes. The brief low-cost training produced long-term effects with a minimal burden on teachers.
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| 3. |
- Klem, M., et al.
(författare)
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Screening for language delay: Growth trajectories of language ability in low- and high-performing children
- 2016
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Ingår i: Journal of Speech, Language and Hearing Research. - 1092-4388 .- 1558-9102. ; 59:5, s. 1035-1045
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: This study investigated the stability and growth of preschool language skills and explores latent class analysis as an approach for identifying children at risk of language impairment. Method: The authors present data from a large-scale 2-year longitudinal study, in which 600 children were assessed with a language-screening tool (LANGUAGE4) at age 4 years. Asubsample(n = 206) was assessed on measures of sentence repetition, vocabulary, and grammatical knowledge at ages 4, 5, and 6 years. Results: A global latent language factor showed a high degree of longitudinal stability in children between the ages of 4 to 6 years. A low-performing group showing a language deficit compared to their age peers at age 4 was identified on the basis of the LANGUAGE4. The growth-rates during this 2-year time period were parallel for the low-performing and 3 higher performing groups of children. Conclusions: There is strong stability in children’s language skills between the ages of 4 and 6 years. The results demonstrate that a simple language screening measure can successfully identify a low-performing group of children who show persistent language weaknesses between the ages of 4 and 6 years. © 2016 American Speech-Language-Hearing Association.
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