Presentation on theme: "Alice Berecka, TAMU-CC, SISD Gay Becker, The Word Junction"— Presentation transcript:
1 Alice Berecka, TAMU-CC, SISD Gay Becker, The Word Junction Word Walls andWord Junction:Morphemic Analysis in the Core CurriculumAlice Berecka, TAMU-CC, SISD Gay Becker, The Word Junction
2 Not just for Elementary, anymore Word Walls:Not just for Elementary, anymore
3 What is a hemacytometer? Comparehemophiliahemoglobinhemorrhagecytoplasmcytology
4 What is a hemacytometer? hem = blood cyt = cellA hemacytometer is a device that measures blood cells.
5 What do these words have in common? amnesiaamnestymnemonic
6 Mne = memory (Greek base) Prefix a = not (also from Greek) The answer is…Mne = memory (Greek base)Prefix a = not (also from Greek)
7 Why vocabulary?“A well-developed meaning vocabulary is a prerequisite for fluent reading, a critical link between decoding and composition” (Joshi,2005).
8 Your Turn!ambivalentambiguousambidextrousvaliantvalor
9 ambivalent = undecided, seeing good points on both sides of an issue In Latin…ambi = bothval = braveambivalent = undecided, seeing good points on both sides of an issue
10 The Matthew Effect“Even though reading is a major source of vocabulary development, poor readers learn fewer words from reading than do good readers (Jenkins, Stein, & Wysocki, 1984).
11 The Matthew EffectThis is because poor readers tend to read easier materials and fewer books than do good readers.Consequently, poor readers’ vocabularies grow at a slower pace.
12 The Matthew EffectStudents with robust vocabularies, on the other hand, read more, comprehend better, and thus read more still, improving their vocabularies.This poor reader/good reader phenomenon is commonly referred to as the Matthew Effect after a passage in the Bible’s Book of Matthew: the rich get richer and the poor get poorer (Stanovich, 1986; Walberg & Tasi, 1983)” (p. 213).
13 The research says….According to one review of the research, vocabulary deficiency is the primary cause of academic failure for disadvantaged students in grades 3 through 12(Becker, 1977)
14 Comprehension“There is no doubt that vocabulary is closely tied to comprehension—in study after study, vocabulary knowledge predicts comprehension performance consistently with positive correlations typically between .6 and .8.Pearson, P., Hiebert, E., & Kamil, M. (2007)
15 Across the curriculum“Vocabulary serves a core role in commercial reading programs and in other curricular areas such as science, history, or foreign language.”Pearson, P., Hiebert, E., & Kamil, M. (2007)
16 4 Stages I never saw it before. Dale and O’Rourke (1971) list four stages of word knowledge:I never saw it before.I’ve heard of it, but I don’t know what it means.I recognize it in context—it has something to do with…I know it.
17 Some questions for teachers How do we address the vocabulary deficits of struggling readers?What can we do to counteract the Matthew Effect?What words do we teach?What tools and strategies work best?
18 Middle School and High School By the time students are adolescents, most have acquired the ability to handle basic sound-symbol relationships.BUT, they are more liable to encounter problems with morphemic units (affixes and bases) and derivational consistencies or inconsistencies as they try to use and spell polysyllabic words.(Henderson, 1990)
19 Morphemic AnalysisMorphemic analysis is the study of meaningful word parts such as compound words, roots, prefixes and suffixes.Morphemic analysis can help low-achieving readers recognize hundreds of words (Gunning, 2006).
20 The need for morphological analysis Study by Carlisle:“60% of the unfamiliar words students encounter in texts they read are derived words.”(Journal of Adolescent and Adult Literacy, 2007)
21 The Ways Words Work“By analyzing and sorting words, searching for related words, and discovering ways words work, upper level students learns clusters of words that share a common element or origin rather than individual words by memorizing definitions.”(Hennings, Journal of Adolescent and Adult Literacy, 2000)
22 Struggling readersWhen tested on their knowledge of morphology, struggling readers knew only 15% of the prefixes, 17% of the roots, and 20% of the suffixes (Henry, 1990).Given training in morphology, adolescent struggling readers improved in both reading comprehension and spelling (Elbro & Arnbak, 1996).
23 Working memoryUsing a morphological segmentation may help struggling readers by easing the burden on working memory, because they can concentrate on one meaningful segment at a time.(Gunning, 2006)
24 G-L wordsA majority of English words are built from Graeco-Latin (G-L) elements—affixes and bases derived from Greek and Latin.Within specialized fields of study such as the sciences and humanities, occurrence of G-L words gets very close to the 100% mark.These words are used very infrequently in everyday conversations.(Corson, 1985)
25 Incidental vs. Systematic Instruction An incidental approach is one in which skills are taught when the need arises.A systematic approach is one in which skills are taught on a regular, planned basis.(Gunning, 2006)
26 The advantages of a systematic approach to vocabulary acquisition Vocabulary is given more emphasis.This can create an interest in words.Students are not only learning new words, they are learning strategies and habits that will foster independent word learning.“They see the importance of a wider vocabulary, and become motivated to increase their vocabularies on their own” (Curtis and Longo, 1999, p. 37).
27 Contact InformationYou can reach Alice Berecka atYou can reach Gay Becker at