A Systematic Review of the Literature

The authors reviewed all peer-reviewed studies with participants from pre- school to Grade 8 for this meta-analysis of morphological interventions. They identified 22 applicable studies. Instructional effects (Cohen’s d) were averaged by linguistic outcome categories (morphological sublexical, non- morphological sublexical, lexical, and supralexical) and comparison group (experimental group vs. control or experimental group vs. alternative train- ing). The authors investigated the effects of morphological instruction (a) on reading, spelling, vocabulary, and morphological skills, (b) for less able readers versus undifferentiated samples, (c) for younger versus older stu- dents, and (d) in combination with instruction of other literacy skills or in isolation. Results indicate that (a) morphological instruction benefits learn- ers, (b) it brings particular benefits for less able readers, (c) it is no less effective for younger students, and (d) it is more effective when combined with other aspects of literacy instruction. Implications of these findings are discussed in light of current educational practice and theory.

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