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App-based morphological training produces lasting effects on word knowledge in primary school children : A randomized controlled trial
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
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
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
Date
2022
Type
Journal article
Journal
Journal of Educational Psychology
Book
Volume
114
Issue
4
Page Range
833-854
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled