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dc.contributor.advisorCarroll, Jeri A.en_US
dc.contributor.authorFerguson, Laura
dc.date.accessioned2006-11-23T19:38:41Z
dc.date.available2006-11-23T19:38:41Z
dc.date.copyright2006
dc.date.issued2006-05
dc.identifier.othert06054
dc.identifier.urihttp://hdl.handle.net/10057/277
dc.descriptionThesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instructionen
dc.description"May 2006."en
dc.description.abstractThis study investigated the effects of explicit teaching of morphemic analysis on vocabulary learning and comprehension and its transfer effects to novel words with sixth grade students. Because research states that vocabulary and the ability to decode unfamiliar words is vital for comprehension, an increase in vocabulary learning and comprehension was predicted. A sixth-grade reading class with low reading assessment results was specifically taught twelve affixes and roots chosen from a bank of morphemes tested in classroom theme and state reading assessments. The 18 students received pre and post assessments on comprehension and vocabulary with an additional post assessment on transfer effects. Results showed significantly higher post-assessment scores, but no visible improvement on student transfer to novel.en
dc.format.extent851127 bytes
dc.format.extentvii, 40 leaves : digital, PDF file.en
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.rightsCopyright Laura Ferguson, 2006. All rights reserved.en
dc.subject.lcshElectronic dissertationsen
dc.titleThe effects of explicit teaching of morphemic analysis on vocabulary learning and comprehension and its transfer effects to novel wordsen
dc.typeThesisen
dc.identifier.oclc74710400


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