Assumptive Explanation
Various researchers have proposed that teaching pupils word beginnings unlocks the meanings of unknown words and phrases. The majority of phrases in the English language language possess origins coming from Greek and Latin. Eighty percent of English terms over a single syllable are Latin based, and the staying 10 percent will be Greek structured (Rasinski, Padak, Newton, & Newton, (2008, p. 11). Just as phonics teaches word families, Traditional and Latin roots will assist students appear out phrases and decide the symbolism of words (Padak, Newton, Rasinski, and Newton (2008, p.
29). Nagy & Anderson, 1984, found morphology played an essential role in mastering vocabulary simply by allowing learners to make semantic connections between related word families. They will concluded, “The ability to use morphological relatedness among terms puts a student at a distinct advantage in working with unfamiliar words (p. 323). While exploration supports the teaching of word origins, no official instruction in roots exists at my senior high school.
Purpose of my study:
Learners need language deciphering tactics in high school. Morphology can be described as valid method for high school students to enhance vocabulary.
Studies also show a rise in reading understanding and punctuational.
Third through sixth quality students performed better upon reading and spelling with morphophonemic schooling than with only training in phonics (Henry 1988, 1989, 1993).
In the examine, “Contributions of Morphology Past Phonology to Literacy Outcomes of Higher Elementary and Middle-School Pupils, Nagy, Abbott, andBerninger (2006) found “Results revealed that when the shared variance among morphological awareness, phonological working recollection, and phonological decoding happen to be controlled statistically, morphological consciousness contributes ¦at all class levels to reading knowledge, reading terminology, and spelling (p. 143).
“Corson, a British sociologist, also suggests that it is differences in terminology ability, much more than any other visible factor, that affects kid’s potential for success in school. He makes the level that learning the Latin and Ancient greek word root base allows children to begin learning the ‘specialist’ words unlike the Anglo-Saxon ‘performance’ terminology. He shows that some sociable groups will not learn these special terms in their environment. “(1985, p. 28).
The purpose of this study is to develop student morphemic awareness and increase their knowledge of the symbolism of phrase roots which include prefixes and suffixes. Fresh avenues of learning beginnings will be discovered. The objective is to increase students’ potential to decipher this is of new language.
Learning Targets
First, learners will be able to divide multi syllable words in to word parts or morphemes. On Ellen Gagne’s amount of complexity in human abilities, using Discrimination students can easily identify and separate beginnings, prefixes, or perhaps suffixes all in all.
Next, college students will learn the meanings of common prefixes, suffixes and roots. Ellen Gagne might label Ancient greek language and Latina roots Identified Concepts.
I am hoping to show students will be able to identify a word’s meaning based on their understanding of the word’s parts. Ellen Gagne would label this kind of Higher Order Guidelines. Students will likely need to apply their previously discovered definitions, to create a new meaning of a new phrase.
Area of Target
Roots to become studied will be pulled via various assets including: Stauffer, 1942, identified the 20 most common prefixes from the 10, 000 words in the Thorndike Word Book: ab (from), ad (to), be (by), com (with), de (from), en (in), ex (out), in (into), in (not), pre (before), pro (in front of), re (back), sub (under), un (not) (pg. 455).
“Brown (1947) noted that 80% in the English words and phrases borrowed from all other languages come to us from Latin and Ancient greek language and make-up approximately 60 per cent of our dialect. He examined Latin and Greek word roots and concluded that doze Latin and 2 Ancient greek language roots, along with twenty of the most frequently employed prefixes could generate an estimated 100, 1000 words (see Table 1)(Henry, 1993). Brown’s fourteen roots: 1 . tent, ten, container, tain installment payments on your mit, miss, mitt several. cap, capt, cip, cept, 4. 16. scribe, script 5. sitting, stat, sist 6. chart, gram six. log, logy 8. spect 9. plic, pled, 15. ply11. tens, tend, camping tent 12. duc, duct 13. pos, pon 14. face, tic, simple fact
Padak, Newton, Rasinski, and Newton (2008) identified a series of level one particular, level 2, and level 3 origins for principal, intermediate and middle school students (pgs. 12-15). All their lists includes prefixes, suffixes, and angles (roots) coming from both Latin and Ancient greek.
The Least You have to know about Vocabulary Building by simply Glazier, Friend, & Knight. Greek & Latin Root base: Keys to Building Terminology by Rasinski, Padak, Newton & Newton.
Past Complications Achieving Learning Targets
My personal school would not teach Latina. Also, language building is not constructed into the British standards. College students without prior exposure to term roots, adjonction, and prefixes will not obtain additional direct exposure at the high school. The college I teach at takes in students coming from 27 diverse towns throughout northwestern Connecticut. Students tend not to come with a consistent core of learned roots.
Significance
Pupils need to enhance their vocabulary in order to read and comprehend complicated texts. Pupils that can employ context indications and knowledge of word beginnings to comprehend a new word’s meaning. College students need to interpret vocabulary for standardized tests, when examining their textbooks, and other daily reading.
“If¦it is your goal top rated promote generalized vocabulary acquisition by installing readers with strategies that may enhance their 3rd party vocabulary learning, then teaching in morphemic and contextual analysis becomes the preferred approach (Baumann et al. 452).
“The terminology of school, particularly in the upper marks, is often motivated by articles area texts. Most of the speciality words in math, research, and interpersonal studies are derived from Latin and Greek origin (Henry, 1993).
Research Question
I was interested to be aware of if pupils can enhance their ability to specify unknown words if they may have knowledge of separating words in morphemes and have learned prefixes, suffixes, and roots. Learning Plan Tips
wiki/notebook
flash cards/virtual flashcards/app for We touch/I Pad/I Phone
i touch applications
Resources
Baumann, James F., & Edwards, Elizabeth Carr, Font, George, Tereshinski, Cathleen A., Kame’enui, Edward M., Olejnik, Sophie. (2002). Instructing morphemic and contextual analysis to fifth-grade students. Reading Research Quarterly. 2, 150-176. Baumann, David F., Boland, Eileen Meters., &
Edwards, Elizabeth Carr, & Olejnik, Stephen, & Kame’enui, Edward L. (2003). Language tricks: Effects of instruction in morphology and context in fifth-grade students’ability to derive and infer word connotations. American Educational Research Diary. 40, 447-494.
Bromley, Karen. (2007). 9 things just about every teacher ought to know about words and terminology instruction. Log of Teenage & Mature Literacy. 7, 528-537.
Brunner, Brett M. (2006). Word Empire: A Utilitarian Way of Word Electricity Brett L. Brunner, M. A. Celebrity Nemeton Educational Innovations, LLC
Bryant, Philip, & Hurry, Jane, & Nunes, Terezinha, & Pretzlik, Ursula (2006). Improving literacy by educating morphemes. New York, NY: Routledge
Carlisle, Joanne F, & Stone, Addison C. (2005). Exploring the role of morphemes in expression reading. Studying Research Quarterly. 4, 428-449.
Fresch, Martha Jo (2007). Word analyze: Ways to astound reluctant scholars. Adolescent Literacy in Point of view. March, 8-11.
Glazier, Teresa Ferster, Dark night, Laura, & Friend, Jean. (2004). Minimal you should know about vocabulary building: Word origins. Wadsworth Posting
Green, Tamara M (2008). Greek & Latin origins of English language. Lanham, Baltimore: Rowman & Littlefield Publishers, Inc.
Haag, E Stern (2003). Searching for the benefits of learning Latin. Log of Educational Psychology ninety five, 174-178.
Henry, Marcia. (1993). Morphological composition: Latin and Greek origins and affixes as higher grade code strategies. Writing and reading. 2, 227-241.
Holmes, Jones C., & Keffer, Ronald L (1995). A electronic method to train
Latina and Ancient greek root phrases: Effect on spoken SAT Ratings. The Log of Educational Research. you, 47-50.
Langer, Judith A. (2001). Conquering the Odds: Teaching Middle and High School Students to Read and Compose Well. American Educational Study Journal forty, 447-494.
Menn, Lise, & Peters, Ann M, (1993). False starts off and filler syllables: Approaches to learn grammatical morphemes. Language. 4, 742-777. Nagy, William E., Anderson, Richard C. (1984). Just how many words are there in printed college English? Browsing Research Quarterly. 19, 303-330.
Nagy, Bill, Abbott, Robert D., & Berninger, Va W. (2006). Contributions of morphology over and above phonology to literacy results of upper elementary and middle-school pupils. Journal of Educational Psychology 98, 134-147. Newton, Rick M., & Newton, Evangeline (2005). A bit Latin¦a large amount of English. Teenagers Literacy in Perspective. 06, 2-7. Otterman, Lois. (1955). The value of teaching prefixes and word-roots. The Journal of Educational Study, 8, 611-616. Padak, Nancy, & Newton, Rick M., & Newton, Evaneline, & Bromley, Karen (2008). Ancient greek and Latina roots: Important factors to building vocabulary. HuntingtonBeach, CA: Covering Education.
Padak, Nancy, & Newton, Evangeline & Rasinski, Timothy, & Newton, David M. (2008). Getting to the basis of phrase study: educating latin and greek term roots in elementary and middle grades. In Farstrup, Alan Elizabeth., &
Samuels, S. The writer, What studies have to say about vocabulary instruction (6-31). Newark, DE: International Studying Association.
Scanlan, Richard, To. (1976). A computer-assisted-instruction course in terminology building through Latin and Greek root base. Foreign Language Annals. 6, 579-583.
Stauffer, Russell G. (1942). A Study of prefixes inside the Thorndike List to establish a list of prefixes which should be taught inside the elementary
school. The Journal of Educational Study. 6, 453-458.
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