Thinking about the Morphology of Words: A Didactic Project to Enhance Vocabulary Development in Middle School
Keywords:
Vocabulary development, Mother tongue instruction, Educational projects, Secondary schools, Morphology.Copyright (c) 2019 Iberoamerican Journal of Educational Evaluation
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.
Abstract
Numerous studies show a close relationship between vocabulary and conceptual development, complex linguistic skills and reading comprehension in individuals. However, it is known that not all students start school with the same lexical knowledge, which can be an academic disadvantage for some in relation to their peers. As a response to the aforementioned problem, this article presents the design, implementation and evaluation of a didactic project aiming to increase vocabulary learning skills in adolescents in third grade of secondary school through the teaching of morphological word analysis strategies. An experimental group (19 students) participated in the focal didactic project and a control group (19 students) took part in another language project. To evaluate the effectiveness of the didactic project, both groups completed a pre-test and a post-test on morphological word analysis. The results of the experimental group show a statistically significant increase both in the ability to segment words in their morphemes and in the ability to extract the meaning of words and morphemes, while the results for the control group do not show significant differences.Downloads
References
Alexander-Shea, A. (2011). Redefining vocabulary: the new learning strategy for social studies. The Social Studies, 102, 95-103. https://doi.org/10.1080/00377996.2010.509371
Ameel, E., Storms, G. y Malt, B. C. (2011). Mowgli in the jungle of words: comprehension and later lexical development. En L. Carlson, C. Hoeschler, y T.F. Shipley (Eds.), Proceedings of the 33th Annual Conference of the Cognitive Science Society (pp. 2018-2023). Nueva York, NY: Curran Associates.
Anglin, J. M. (1993). Vocabulary development: a morphological analysis. Monographs of the Society for Research in Child Development, 58, 1-186. https://doi.org/10.2307/1166112
Auza, A. (2005). Morfología nominal en el niño de 3:7 a 4:0 años: ¿cuál estrategia se emplea en la adquisición de una clase léxica? Lingüística Mexicana, 2(1), 105-114.
Auza, A. (2006). La transparencia morfológica y conceptual en la adquisición de términos centrales y periféricos. Lenguaje, 34, 71-95. https://doi.org/10.25100/lenguaje.v34i0.4842
Bangs, K. E. y Binder, K. S. (2016). Morphological awareness intervention: improving spelling, vocabulary, and reading comprehension for adult learners. Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 5(1), 49-56.
Baralo, M. (2007). Adquisición de palabras: redes semánticas y léxicas. En C. Pastor (Coord.), Actas del Programa de formación para profesorado de español como lengua extranjera 2006-2007 (pp. 384-399). Múnich: Instituto Cervantes.
Barriga, R. (2002). Estudios sobre habla infantil en los años escolares: un solecito calientote. Ciudad de México: El Colegio de México. https://doi.org/10.2307/j.ctv47w9cc
Baumann, J. F. (2008). Vocabulary and reading comprehension: the nexus of meaning. En S.E. Israel, y G.G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 323-34). Nueva York, NY: Routledge.
Baumann J. F., Ware, D. y Edwards, E. C. (2007). ’Bumping into spicy, tasty words that catch your tongue’: a formative experiment in vocabulary instruction. The Reading Teacher, 61(2), 108-122. https://doi.org/10.1598/rt.61.2.1
Beck, I.L., McKeown, M. G. y Kucan, L. (2008). Creating robust vocabulary. Nueva York: The Guilford Press.
Bowers, P. N., Kirby, J. R. y Deacon, S. H. (2010). The effects of morphological instruction on literacy skills: a systematic review of the literature. Review of Educational Research, 80(2), 144-179. https://doi.org/10.3102/0034654309359353
Carlisle, J. F. (2004). Morphological processes that influence learning to read. En C. A. Stone, E. R. Silliman, B. J. Ehren, y K. Apel (Eds.), Handbook of language y literacy (pp. 318-339). Nueva York, NY: The Guilford Press.
Carmiol, A. M., Ríos, M. y Sparks, A. (2013). La relación entre habilidades prelectoras y habilidades narrativas en niños y niñas preescolares costarricenses: aportes para un enfoque comprensivo de la alfabetización emergente. En A. Auza, y K. Hess (Eds.), ¿Qué me cuentas? Narraciones y desarrollo lingüístico en niños hispanohablantes (pp. 318-339). Ciudad de México: DeLaurel-Universidad Autónoma de Querétaro.
Cassany, D., Luna, M. y Sanz, G. (1994). Enseñar lengua. Barcelona: Graó.
Clark, E. V. (2009). First language acquisition. Cambridge, MA: Cambridge University Press. https://doi.org/10.1017/cbo9780511806698
Clark, E. V. (2014). Two pragmatic principles in language use and acquisition. En D. Matthews (Ed.), Pragmatic development in first language acquisition (pp. 105-120). Amsterdam: John Benjamins. https://doi.org/10.1075/tilar.10.07cla
Corrêa, L. y Peruzzi, M. M. (2018). Há uma relação específica entre consciência morfológica e reconhecimento de palavras? Psico USF, Bragança Paulista, 18(2), 241-248. https://doi.org/10.1590/s1413-82712013000200008
Crystal, D. (1987). Teaching vocabulary: the case for a semantic curriculum. Child Language Teaching and Therapy, 3(1), 40-56. https://doi.org/10.1177/026565908700300103
De Freitas, P. V., Mota, M. M. y Deacon, S. H. (2018). Morphological awareness, word reading, and reading comprehension in Portuguese. Applied Psycholinguistics, 39(3), 507-525. https://doi.org/10.1017/s0142716417000479
Dockrell, J. E. y Messer, D. (2004). Lexical acquisition in the early school years. En R.A. Berman (Ed.), Language development across childhood and adolescence (pp. 35-52). Amsterdam: John Benjamins. https://doi.org/10.1075/tilar.3.06doc
Gómez, V., Sotomayor, C., Bedwell, P., Domínguez, A. M. y Jéldrez, E. (2016). Analysis of lexical quality and its relation to writing quality for 4th grade, primary school students in Chile. Reading and Writing, 29, 1317-1336. https://doi.org/10.1007/s11145-016-9637-9
González, R. O. (2014). Habilidades lingüísticas de los estudiantes de primer ingreso a las instituciones de educación superior. Ciudad de México: ANUIES.
Goodwin, A.P., Petscher, Y., Carlisle, J. F. y Mitchell, A. M. (2017). Exploring the dimensionality of morphological knowledge for adolescent readers. Journal of Research in Reading, 40(1), 91-117. https://doi.org/10.1111/1467-9817.12064
Graves, M.F. (2006). The vocabulary book. Nueva York, NY: Teachers College Press.
Gutiérrez, R. y Díez, A. (2018). Conciencia fonológica y desarrollo evolutivo de la escritura en las primeras edades. Educación XXI, 21(1), 395-416. https://doi.org/10.5944/educxx1.20212
Hess, K. (2013). Desarrollo léxico en la adolescencia: un análisis de sustantivos en narraciones orales y escritas. Actualidades en Psicología, 27(115), 113-127. https://doi.org/10.15517/ap.v27i115.8316
Hess, K. (2018). Desarrollo de la capacidad para reflexionar sobre la morfología de las palabras en los años escolares. En C. Rojas y V. Oropeza (Eds.). Diferencias individuales en la adquisición del lenguaje. Factores lingüísticos, cognitivos, socioambientales (pp. 253-293). Ciudad de México: IIF-UNAM.
Hoff, E. (2014) Language development. Belmont: Wadsworth.
Jaichenco, V. y Wilson, M. (2013). El rol de la morfología en el proceso de aprendizaje de la lectura en español. Interdisciplinaria, 30(1), 85-99. https://doi.org/10.16888/interd.2013.30.1.5
Jisa, H. (2004). Growing into academic French. En R. A. Berman (Ed.), Language development across childhood and adolescence (pp. 135-161). Amsterdam: John Benjamins. https://doi.org/10.1075/tilar.3.10jis
Kelley, J. G., Lesaux, N. K., Kieffer, M. J. y Faller, S. E. (2010). Effective academic vocabulary instruction in the urban middle school. The Reading Teacher, 64(1), 5-14. https://doi.org/10.1598/rt.64.1.1
Kieffer, M. J. y Lesaux, N. K. (2007). Breaking down words to build meaning: morphology, vocabulary, and reading comprehension in the urban classroom. The Reading Teacher, 61(2), 134-144. https://doi.org/10.1598/rt.61.2.3
Kieffer, M. J. y Lesaux, N. K. (2012). Effects of academic language instruction on relational and syntactic aspects of morphological awareness for sixth graders from linguistically diverse backgrounds. The Elementary School Journal, 112(3), 519-545. https://doi.org/10.1086/663299
Larsen, J. A. y Nippold, M. A. (2007). Morphological analysis in school-age children: dynamic assessment of a word learning strategy. Language, Speech, and Hearing Services in Schools, 38, 201-212. https://doi.org/10.1044/0161-1461(2007/021)
Levie, R., Ben-Zvi, G. y Ravid, D. (2016). Morpho-lexical development in language impaired and typically developing Hebrew-speaking children from two SES backgrounds. Reading and Writing, 30(5), 1035-1064. https://doi.org/10.1007/s11145-016-9711-3
Li, L. y Wu, X. (2015). Effects of metalinguistic awareness on reading comprehension and the mediator role of reading fluency from Grades 2 to 4. PloS ONE, 10(3), 1-16. https://doi.org/10.1371/journal.pone.0114417
Llauradó, A. y Tolchinsky, L. (2013). Growth of text-embedded lexicon in Catalan: from childhood to adolescence. First Language, 33(6), 628-653. https://doi.org/10.1177/0142723713508861
Mahony, D. Singson, M. y Mann, V. (2000). Reading ability and sensitivity to morphological relations. Reading and Writing: An Interdisciplinary Journal, 12, 191-218. https://doi.org/10.1023/A:1008136012492
Mancilla-Martinez, J. y Lesaux, N. K. (2011). Early home language use and later vocabulary development. Journal of Educational Psychology, 103(3), 535-546. https://doi.org/10.1037/a0023655
Marchant, T., Lucchini, G., Cuadrado, B. y Fundación Educacional Arauco (2007). ¿Por qué leer bien es importante? Asociación del dominio lector con otros aprendizajes. Psykhe, 16(2), 3-16. https://doi.org/10.4067/s0718-22282007000200001
Martín, R. A. (2018). Modelos de aprendizaje léxico basados en la morfología derivativa. RILCE, 34(1), 262-285. https://doi.org/10.15581/008.34.1.262-85
Murphy, A., Franklin, S., Breen, A., Hanlon, M., McNamara, A., Bogue, A. y James, E. (2017). A whole class teaching approach to improve the vocabulary skills of adolescents attending mainstream secondary school in areas of socioeconomic disadvantage. Child Language Teaching and Therapy, 33(2), 129-144. https://doi.org/10.1177/0265659016656906
Nagy, W. y Townsend, D. (2012). Words as tools: learning academic vocabulary as language acquisition. Reading Research Quarterly, 47(1), 91-108. https://doi.org/10.1002/rrq.011
Nippold, M. A. (2007). Later language development: school-age children, adolescents, and young adults. Austin: Pro-Ed. https://doi.org/10.1016/b0-08-044854-2/00852-x
Nippold, M. A. y Sun, L. (2008). Knowledge of morphologically complex words: A developmental study of older children and young adolescents. Language, Speech, and Hearing Services in Schools, 39, 365-373. https://doi.org/10.1044/0161-1461(2008/034)
Pacheco, M. B. y Goodwin, A. P. (2013). Putting two and two together: middle school students’ morphological problem-solving strategies for unknown words. Journal of Adolescent y Adult Literacy, 56(7), 541-553. https://doi.org/10.1002/jaal.181
Pence-Turnbull, K. L. y Justice, L. M. (2008). Language development from theory to practice. Upper Saddle River, NJ: Pearson-Prentice Hall.
Ravid, D. (2004). Derivational morphology revisited: later lexical development in Hebrew. En R.A. Berman (Ed.), Language development across childhood and adolescence (pp. 53-81). Amsterdam: John Benjamins. https://doi.org/10.1075/tilar.3.07rav
Ravid, D. y Geiger, V. (2009). Promoting morphological awareness in Hebrew-speaking grade-schoolers: an intervention study using linguistic humor. First Language, 29(1), 81-112. https://doi.org/10.1177/0142723708097483
Rojas, M. (2005). Una responsabilidad escolar olvidada: El desarrollo del componente léxico. Revista Educación, 29(1), 31-44. https://doi.org/10.15517/revedu.v29i1.2021
Rojas, M. (2006). Esbozo de lineamientos conceptuales para la enseñanza y aprendizaje del léxico. Revista Educación, 30(2), 9-29. https://doi.org/10.15517/revedu.v30i2.2227
Schleppegrell, M. J. (2004). The language of schooling: a functional linguistics perspective. Mahwah, NJ: Lawrence Erlbaum. https://doi.org/10.4324/9781410610317
Snow, C. E. y Uccelli, P. (2009). The challenge of academic language. En D.R. Olson, y N. Torrance (Eds.), The Cambridge handbook of literacy (pp. 112-133). Cambridge, MA: Cambridge University Press. https://doi.org/10.1017/cbo9780511609664.008
Sparks, E. y Deacon, S.H. (2015). Morphological awareness and morphological acquisition: a longitudinal examination of their relationship in English-speaking children. Applied Psycholinguistics, 36, 299-321. https://doi.org/10.1017/s0142716413000246
St. John, P. y Vance, M. (2014). Evaluation of a principled approach to vocabulary learning in mainstream clases. Child Language Teaching and Therapy, 30(3), 255-271. https://doi.org/10.1177/0265659013516474
Stahl, S. A. (1999). Vocabulary development. Brookline, MA: Brookline Books.
Stahl, S. A. y Shiel T. G. (1992). Teaching meaning vocabulary: productive approaches for poor readers. Reading and Writing Quarterly, 8, 223-241. https://doi.org/10.1080/0748763920080206
Thorne, C., Morla, K., Uccelli, P., Nakano, T., Mauchi, B., Landeo, L. et al. (2013). Efecto de una plataforma virtual en comprensión de lectura y vocabulario: una alternativa para mejorar las capacidades lectoras en primaria. Revista de Psicología, 31(1), 3-35.
Tighe, E. L. y Binder, K. S. (2015). An investigation of morphological awareness and processing in adults with low literacy. Applied Psycholinguistics, 36, 245-273. https://doi.org/10.1017/s0142716413000222
Zwiers, J. (2008). Building academic language: essential practices for content classrooms, San Francisco, CA: Jossey Bass.