App-based morphological training produces lasting effects on word knowledge in primary school children : A randomized controlled trial
Journal article
von Koss Torkildsen, Janne, Bratlie, Siri Steffensen, Kristensen, Jarl Kleppe, Gustafsson, Jan-Eric, Lyster, Solveig-Alma Halaas, Snow, Catherine, Hulme, Charles, Mononen, Riikka Maija, Naess, Kari-Anne, López-Pedersen, Anita, Wie, Ona Bø and Hagtvet, Bente. (2022). App-based morphological training produces lasting effects on word knowledge in primary school children : A randomized controlled trial. Journal of Educational Psychology. 114(4), pp. 833-854. https://doi.org/10.1037/edu0000688
Authors | von Koss Torkildsen, Janne, Bratlie, Siri Steffensen, Kristensen, Jarl Kleppe, Gustafsson, Jan-Eric, Lyster, Solveig-Alma Halaas, Snow, Catherine, Hulme, Charles, Mononen, Riikka Maija, Naess, Kari-Anne, López-Pedersen, Anita, Wie, Ona Bø and Hagtvet, Bente |
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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. |
Keywords | morphology; vocabulary; reading; mathematics; language and literacy intervention |
Year | 2022 |
Journal | Journal of Educational Psychology |
Journal citation | 114 (4), pp. 833-854 |
Publisher | American Psychological Association |
ISSN | 0022-0663 |
Digital Object Identifier (DOI) | https://doi.org/10.1037/edu0000688 |
Scopus EID | 2-s2.0-85119252024 |
Research or scholarly | Research |
Page range | 833-854 |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 18 Oct 2021 |
Publication process dates | |
Accepted | 01 Apr 2021 |
Deposited | 25 May 2022 |
https://acuresearchbank.acu.edu.au/item/8xx37/app-based-morphological-training-produces-lasting-effects-on-word-knowledge-in-primary-school-children-a-randomized-controlled-trial
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