Exploring How Initial Response to Instruction Predicts Morphology Outcomes Among Students With Decoding Difficulties

Language, Speech, and Hearing Services in Schools
Yujeong ParkLinda J Lombardino

Abstract

Children with weak decoding skills often struggle to learn multisyllabic words during reading instruction. The primary purpose of this study was to investigate the extent to which initial response to morphological awareness instruction, along with specific language and cognitive variables (i.e., phonological awareness, rapid naming, orthographic knowledge/awareness, verbal comprehension, working memory), predicts responsiveness to morphological awareness instruction for third-grade students who were at risk for reading disabilities. Thirty-nine third-grade students with decoding deficits were assessed on five independent variables identified as critical predictors of future performance on morphological tasks. A series of regression analyses showed that initial response to instruction, compared to other cognitive and language variables, predicted the most variance in students' morphological skills with prefixes. Furthermore, two cognitive variables, verbal working memory and comprehension, were predictive of performance on morphological tasks after accounting for initial response to instruction. Findings from this study suggest that students with decoding deficits may benefit from morphological instruction and those who demonstr...Continue Reading

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Citations

Jul 22, 2020·Language, Speech, and Hearing Services in Schools·Ashley Bourque MeauxGinger G Collins

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