Computer-Delivered Morphology-Focused Vocabulary Instruction: A Pilot Study

Area of Science:

• * Educational Psychology
• * Applied Linguistics
• * Literacy Education

Background:

• * Morphological knowledge (MK) is crucial for reading comprehension and spelling proficiency.
• * Explicit instruction in morphology can enhance students' understanding of word structure.
• * Computer-delivered interventions offer scalable solutions for targeted academic support.

Purpose of the Study:

• * To evaluate the impact of a computer-delivered morphology instruction on third-grade students' MK.
• * To determine if the intervention's effectiveness varied based on students' baseline MK.
• * To assess the practical implications of such a program for educational settings.

Main Methods:

• * A randomized trial involving 263 third-grade students across 14 classrooms.
• * A 6-week intervention group received explicit instruction on derivational morphemes via an online program.
• * A control group received standard instruction; MK was assessed using the Morphological Awareness Test for Reading and Spelling.

Main Results:

• * The computer-delivered morphology instruction yielded significant positive effects on students' MK.
• * Effect sizes were 0.33 for affix identification and 0.24 for suffix choice.
• * Students with lower initial MK showed comparable gains to those with higher initial MK.

Conclusions:

• * Explicit, computer-delivered instruction in derivational morphology positively impacts students' MK.
• * The intervention demonstrates potential for enhancing language and literacy outcomes with reduced teacher burden.
• * Findings support the integration of digital tools for targeted morphological awareness training.