Date of Award:
12-2010
Document Type:
Thesis
Degree Name:
Master of Science (MS)
Department:
Special Education and Rehabilitation Counseling
Department name when degree awarded
Special Education and Rehabilitation
Committee Chair(s)
Benjamin Lignugaris/Kraft
Committee
Benjamin Lignugaris/Kraft
Committee
Scott W. Ross
Committee
Timothy A. Slocum
Abstract
Previous researchers have concluded that there is a need for determining how vocabulary instruction effects vocabulary comprehension and reading comprehension for young learners. Researchers have implemented morphemic strategies in various studies to identify effective methods for vocabulary instruction. In the present study, four prefixes were taught to students with disabilities to extend vocabulary research by using a morphological approach with a focus on prefix instruction. In addition students were taught how to combine the meaning of a prefix to the meaning of a root word. Data patterns indicate an increase in students' ability to provide definitions for prefixed words while the transfer to reading comprehension was minimal. The results of this study provide direction for future research in implementing a morphemic approach for vocabulary instruction.
Checksum
11442c19085dbfe44ffe0be43cfcfd5b
Recommended Citation
Harris, Shannon K., "The Effects of Teaching Prefix Meaning and a Strategy to Derive Word Meaning on a Prefix Vocabulary Test and Sentence Comprehension Test for Middle School Students with Learning Disabilities" (2010). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 825.
https://digitalcommons.usu.edu/etd/825
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Comments
This work made publicly available electronically on December 23, 2010.