Teaching morphemic and contextual analysis to fifth-grade students
Teaching morphemic and contextual analysis to fifth-grade students
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DOI：
10.1598/rrq.37.2.3
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发表时间：
2002-04-01
影响因子：
4.2
通讯作者：
Olejnik, S
中科院分区：
文献类型：
--
作者：
Baumann, JF;Edwards, EC;Olejnik, S
本研究探讨了词素分析（选择前缀）和语境分析（选择语境线索类型）教学的效果。四个班级的五年级学生被分配到一个只有语素，只有上下文，或结合语素-上下文的实验组或一个指导控制组，经过12个50分钟的教训，学生被测试他们的回忆能力的单词的含义，用于教授语素和上下文分析技能（课文单词），推断未指导的单词的含义，这些单词包含教学语素元素或嵌入文本中的单词，包括教学上下文线索（转移词），并理解包含转移词的文本。结果表明：（a）语素和语境分析教学对课文词汇有即时和延迟效应：（B）语素和语境分析教学对迁移词汇有即时效应;（c）没有证据表明，语素或语境分析的教学，无论是单独还是组合，都能提高学生的语篇理解能力，（d）当语素分析和语境分析教学同时进行时，学生在推断词义方面的效率与单独进行时一样。
This study explored the effects of instruction in morphemic analysis (select prefixes) and contextual analysis (select context clue types). Four classes of fifth-grade students were assigned to a morphemic-only, context-only, or combined morphemic-context experimental group or to an instructed control group, Following twelve 50-minute lessons, students were tested on their ability to recall the meanings of words used to teach the morphemic and contextual analysis skills (lesson words), to infer die meanings of uninstructed words that contained taught morphemic elements or words that were embedded in text that included taught context clues (transfer words), and to comprehend text containing transfer words. The results indicated that (a) there was an immediate and delayed effect of morphemic and contextual anlysis instruction for lesson words; (b) there was an immediate effect of morphemic and contextual analysis instruction for transfer words; (c) there was no evidence that instruction in morphemic or contextual analysis, either in isolation or combination, enhanced students' text comprehension and, (d) students were generally just as effective at inferring word meanings when the morphemic and contextual analysis instruction was provided in combination as when the instruction was provided separately.