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Morphological Complexity in Writing: Implications for Writing Quality and Patterns of Change.

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Morphologically complex word (MCW) use correlates with writing quality. While MCW use increases over the school year, multilingual learners and students with developmental language disorders show slower growth, indicating a need for targeted vocabulary instruction.

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Area of Science:

  • Linguistics
  • Education
  • Developmental Psychology

Background:

  • Morphologically complex words (MCWs) are crucial for advanced writing.
  • Understanding MCW development in diverse student populations is essential for effective literacy instruction.

Purpose of the Study:

  • To examine the relationship between morphologically complex word (MCW) use and writing quality.
  • To assess the change in MCW use throughout the academic year.
  • To investigate differential MCW growth among students with varying language abilities, including developmental language disorders (DLD) and multilingual learners (MLs).

Main Methods:

  • Collected expository writing samples from 824 fifth-grade students (including 109 with DLD and 170 MLs).
  • Coded written responses for MCW usage.
  • Utilized correlational analyses and hierarchical linear models to analyze MCW use, writing quality, and growth over time, accounting for classroom structures.

Main Results:

  • A moderate correlation (r = .47) was found between MCW use and teachers' writing quality ratings.
  • Significant increases in MCW use were observed across all students from fall to spring.
  • MLs and students with DLD exhibited significantly lower growth in MCW use compared to their peers.

Conclusions:

  • MCW use is a valuable indicator for assessing written language development and progress.
  • Differential growth patterns suggest potential 'Matthew effects' for MLs and students with DLD.
  • Further research into instructional strategies supporting complex vocabulary acquisition is warranted for these student groups.