Morphological Awareness Intervention: Improving Spelling, Vocabulary, and Reading Comprehension for Adult Learners.
Morphological Awareness Intervention: Improving Spelling, Vocabulary, and Reading Comprehension for Adult Learners.
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发表时间：
2016
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通讯作者：
Kathryn E. Bangs;K. Binder
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作者：
Kathryn E. Bangs;K. Binder
成人基础教育方案面临着压力，需要制定和提供促进快速和持续识字发展的教学。我们描述了一种新的方法，识字干预，重点是词素，这是最小的有意义的单位包含在单词。我们认为，如果你教学习者大词是由较小的组成部分（即，词素），你将提供这些学生的技能，找出新单词的含义。对儿童的研究表明，教他们词素可以提高单词识别，拼写，词汇量和理解力（Bowers & Kirby，2009; Kirk & Gillon，2009; Nunes，Bryant，& Olsson，2003）。我们希望这种类型的干预也能在成人学习者中取得成功。
Adult Basic Education programs are under pressure to develop and deliver instruction that promotes rapid and sustained literacy development. We describe a novel approach to a literacy intervention that focuses on morphemes, which are the smallest meaningful units contained in words. We argue that if you teach learners that big words are comprised of smaller components (i.e., morphemes), you will provide those students with the skills to figure out the meanings of new words. Research with children has demonstrated that teaching them about morphemes improves word recognition, spelling, vocabulary, and comprehension (Bowers & Kirby, 2009; Kirk & Gillon, 2009; Nunes, Bryant, & Olsson, 2003). Our hope is that this type of intervention will be successful with adult learners, too.