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In this article from the International Dyslexia Association Perspectives, Susan M. Ebbers discusses the significance of teaching vocabulary through morphology and presents practical strategies for instruction. The focus is on morphemes, including prefixes, suffixes, and roots, which are vital in conveying meaning and facilitating vocabulary growth. The author emphasizes the need for explicit instruction in morphology to foster students’ morphological awareness, a metalinguistic insight that aids in understanding word structure and meanings. Ebbers suggests introducing morphemic analysis gradually, starting with familiar affixes and base words. Incorporating context clues and multisensory activities can reinforce morphological knowledge. By nurturing morphological awareness, students can enhance their vocabulary and comprehension skills, improving their reading, writing, and communication abilities.
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Today I came back to this article with the lens of using morphology through the reading/writing connection. Though this article is not explicitly about this, it did not disappoint. Remembering that Language development supports both reading and writing, this component is deeply connected with spelling and word study, vocabulary – and also for constructing sentences. The skills associated with morphology naturally support both expressive and receptive aspects of literacy.
I deeply appreciated reading about vocabulary instruction via morphology. Great ideas including Morphological word families with high-frequency base words and affixes that can start in Kindergarten according to curriculum – play, played, playing, playdate
Great implications for metalinguistic awareness that also deepens comprehension.
Introducing high-frequency