Evaluating the Effectiveness of a Morphological Awareness Intervention: A Pilot Study
Abstract
Researchers have established that morphological awareness is an important skill because it contributes unique variance to word-level reading and reading comprehension; however, few studies include students with reading disorders. The purpose of this pilot study was to investigate whether training morphological awareness would improve morphological awareness skills of students with reading disorders. Ten students were administered four morphological awareness tasks pre and post treatment. Treatment focused on increasing students’ awareness of affixes through oral and written activities. Results revealed a significant group difference on one of the morphological awareness tasks ( d = 2.58). Because this was an underpowered pilot study, effect sizes were calculated for all morphological awareness tasks and ranged from 0.28 to 2.58. Although not significant, the effect sizes across tasks offer promise to support a fully powered intervention study. Specific student diagnostic assessment information was included because interventions may have differential effects depending on the students’ strengths and weaknesses.
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Morphological explicit instruction addressing a target language's lexical features positively affects the reading comprehension and writing skills of L2 learners.
“Hence, morphological explicit instruction addressing a target language's lexical features consequently positively affects the reading comprehension and writing skills of L2 learners (Brimo, 2016).”
From Transformative impacts of explicit morphological instruction on irregular inflectional acquisition in Saudi EFL learners (2024) · cites this paper as Brimo, 2016
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References 41 · Cited by 38
- Authors
- Brimo, D.
- Affiliations
- Texas Christian University (US)
- Corresponding author
- Brimo, Danielle
- ORCID
- Brimo, Danielle
- Venue
- Communication Disorders Quarterly
- Publisher
- SAGE Publications
- Published
- 2016-07-26
- Volume
- 38
- Issue
- 1
- Pages
- 35-45
- ISSN
- 0735-3170 (ISSN-L)
- 1525-7401
- 1538-4837
- OpenAlex
- W2522796069
- Cited by
- 38
- References
- 41
- Citations by year
- 2026: 3 · 2025: 8 · 2024: 3 · 2023: 5 · 2022: 1 · 2021: 3 · 2020: 4 · 2019: 7 · 2018: 3 · 2016: 1
- FWCI
- 3.37
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Communication Disorders Quarterly (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- morphological awareness, reading disorders, intervention effectiveness, affixes, reading comprehension, effect size, diagnostic assessment
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