Extending the bounds of morphology instruction: teaching Latin roots facilitates academic word learning for English Learner adolescents

Crosson, Amy C.; McKeown, Margaret G.; Moore, Debra W.; Ye, Feifei

doi:10.1007/s11145-018-9885-y

Cited by 54Reading and Literacy DevelopmentSecond Language Acquisition and LearningLanguage Development and Disorders

Extending the bounds of morphology instruction: teaching Latin roots facilitates academic word learning for English Learner adolescents

Crosson, Amy C., McKeown, Margaret G., Moore, Debra W., Ye, Feifei·2019·Reading and Writing

DOI 10.1007/s11145-018-9885-y

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Explicit instruction of morphology positively affects the acquisition of L2 English words.
“Explicit instruction of morphology positively affects the acquisition of L2 English words (Crosson et al. 2019;Amirjalili and Jabbari, 2018).”
From Transformative impacts of explicit morphological instruction on irregular inflectional acquisition in Saudi EFL learners (2024) · cites this paper as Crosson et al. 2019
Morphological awareness of word-learning processes significantly affects the outcomes of learning words.
“By rejecting the null hypothesis, this study's findings argue that morphological awareness of word-learning processes significantly affects the outcomes of learning words (Crosson et al. 2019).”
From Transformative impacts of explicit morphological instruction on irregular inflectional acquisition in Saudi EFL learners (2024) · cites this paper as Crosson et al. 2019

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Authors: Crosson, A. C., McKeown, M. G., Moore, D. W., & Ye, F.
Affiliations: Pennsylvania State University (US)
University of Pittsburgh (US)
RAND Corporation (US)
Corresponding author: Crosson, Amy C.
ORCID: Crosson, Amy C.
McKeown, Margaret G.
Moore, Debra W.
Ye, Feifei
Venue: Reading and Writing
Publisher: Springer Science and Business Media LLC
Published: 2018-07-17
Volume: 32
Issue: 3
Pages: 689-727
ISSN: 0922-4777 (ISSN-L)
1573-0905
DOI: 10.1007/s11145-018-9885-y
OpenAlex: W2884893026
Cited by: 54
References: 65
Citations by year: 2026: 2 · 2025: 6 · 2024: 7 · 2023: 7 · 2022: 10 · 2021: 7 · 2020: 7 · 2019: 6 · 2018: 2
FWCI: 10.81
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (tdm)
www.springer.com/tdm (vor)
Locations: Reading and Writing (publishedVersion)
Funders: Spencer Foundation (Award #201400167)
Institute of Education Sciences (R305A160401)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
Keywords: morphology instruction, Latin roots, academic vocabulary, English language learners, adolescents, word learning, morphological analysis, lexical access, orthographic representation, semantic representation, vocabulary intervention

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Extending the bounds of morphology instruction: teaching Latin roots facilitates academic word learning for English Learner adolescents

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