An intervention program for teaching children about morphemes in the classroom: Effects on spelling

Freyja Birgisdottir*, Terezinha Nunes, Ursula Pretzlik, Diana Burman, Selly Gardner, Daniel Bell

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

3 Citations (Scopus)

Abstract

In the previous chapter, we saw that teaching children about morphemes has a strong and positive effect on their ability to analyze words into morphemes and to spell their suffixes. This seems to apply not only when children are taught on a one-to-one basis or in small groups but also when the teaching is delivered to the whole class. However, in the studies we have discussed so far, the teaching was always delivered by researchers, unaffected by the daily pressures of school life, or by teachers working in close connection with researchers. In this and in the following chapter we will describe a project that assessed how our ideas work when used by teachers in real-life classroom settings and as part of their normal teaching. This chapter concentrates on the effects that the teaching program had on the children's ability to spell.

Original languageEnglish
Title of host publicationImproving Literacy by Teaching Morphemes
PublisherRoutledge Taylor & Francis Group
Pages104-120
Number of pages17
ISBN (Print)0415383129, 9780203969557
DOIs
Publication statusPublished - 20 Jul 2006

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