Morphological Awareness and Second Language Learners

In this International Dyslexia Association Perspectives article, Gloria Ramírez discusses the significance of morphological awareness in second language learners’ vocabulary learning and reading comprehension, providing valuable insights for educators. The article emphasizes that explicit and systematic instruction on morphological awareness can greatly benefit language learners, especially those facing reading difficulties. Educators can use the principles presented in the article to effectively teach students to identify smaller meaning units in complex words, enhancing their word reading accuracy, fluency, and comprehension. Additionally, the article highlights the transferability of morphological awareness skills from the learners’ first to their second language, enabling educators to capitalize on their existing language skills to improve their vocabulary and reading comprehension in the target language. Educators can better support second language learners developing strong language and literacy skills by incorporating these principles into their instruction.

Morphological Awareness Strategies for the General and Special Education Classroom: A Vehicle for Vocabulary Enhancement

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.

The Knowledge Gap: The Hidden Cause of America’s Broken Education System – And How To Fix It

The Knowledge Gap is not a teacher resource book but instead a report from journalist Natalie Wexler which delves into concerns around decontextualized instruction in reading comprehension “skills”, and the need to ensure content knowledge is taught, as well as how comprehension skills and strategies can be successfully embedded within it. While Wexler’s observations and commentary are based on the US, many parallels can be drawn to the history of reading comprehension instruction here in Ontario. This book offers a perspective to consider when implementing Strand C of the curriculum (Comprehension – Understanding and Responding to Texts), of interest to classroom educators as well as coaches, consultants and instructional leaders.

Beneath the Surface of Words: What English Spelling Reveals and Why It Matters

In Beneath the Surface of Words, author Sue Scibetta Hegland aims to convince readers that English spelling isn’t as unreliable or quirky as they may have believed…and argues an excellent case. For example:there’s actually a reason for the L in talk! Written in an engaging voice, this is an excellent title for building educator knowledge to support instruction in spelling, particularly related to morphology and etymology, with connections to vocabulary as well. Helpful appendices, for example “Applying Suffixing Conventions” and “Working With Word Sums and Evidence Banks” are also included. Reading Beneath the Surface of Words is like taking a crash course in the complexities and rationale of the English writing system and is recommended for all literacy educators.

Evidence Challenges Teaching Words “By Sight”

Moats discusses the lack of evidence behind « whole language » approaches to spelling programs. She highlights the ineffectiveness of teaching « sight words, » where students are expected to learn words purely by visual recognition. She argues that these practices do not align with our understanding of language learning and the cognitive processes involved in word learning. The article promotes a multi-linguistic approach to teaching and learning, emphasizing phoneme-grapheme correspondences, morphology, etymology, and other language aspects.
Moats suggests instructional strategies to teach high-frequency words effectively, including grouping words by spelling patterns, associating spelling with meaning, and practicing words in meaningful contexts. The article emphasizes that most high-frequency words need not be learned « by sight » but can be taught through structured literacy principles that consider the language’s phonological, morphological, and orthographic aspects.

S1.E6. Universal Screening for Effective Instruction with Renata Archie

In this podcast episode, Renata Archie unpacks reading screening: what is it, why is it needed, and how should it inform instruction. This podcast is recommended for classroom educators and reading interventionists to ensure students who are at risk for reading difficulties are identified early so effective intervention can be provided.

Why Children Should Be Taught to Read with More Challenging Texts

In this International Dyslexia Association Perspectives article, Timothy Shanahan discusses the importance of using challenging texts with students and outlines teacher supports that can be used to facilitate learning. Along with providing historical context for the use of leveled readers, Shanahan explores the role of instructional supports in aiding students while they persevere through challenging text noting that students with a « steady diet of relatively easy texts…would be provided fewer opportunities for dealing with sophisticated vocabulary, morphology, complex syntax, subtle
cohesive links, complicated structures, and richer and deeper
content. » 

Secondary Reading: Implementing High-Leverage Practices

This PaTTAN webinar featuring Dr. Anita Archer focuses on five high-leverage practices that you can use in your classroom everyday and across multiple content areas. Dr. Archer takes the audience through each routine with lots of examples and opportunities for practice. Grounded in explicit instruction, Dr. Archer shows how foundational skills as well as higher-order critical thinking skills can be brought together in a dynamic and systematic approach to teaching and learning. If you are an elementary educator, do not be fooled by the title, as ‘Secondary’ in the United States is for students in Grades 6 – 12. However, the information and knowledge from this webinar can be used in any classroom, K-12.

Explicit Instruction: Effective and Efficient Teaching

A key component of the 2023 Language curriculum is explicit, systematic instruction. In this book, experts Anita Archer and Charles Hughes share the foundations of explicit instruction, how to design lessons based on subject skills/strategies as well as vocabulary/concepts, organizing for and delivering instruction, and providing appropriate independent practice – going from I do, to we do, to you do. This book is incredible learning for classroom educators as well as special education teachers/interventionists, and can be applied to any subject or grade level. Helpful lesson templates/checklists can be downloaded and reproduced. 

Preschool Vocabulary Learning and Instruction

In this International Dyslexia Association Perspectives article, Theresa A. Roberts explores the topic of vocabulary acquisition of children, particularly multilingual learners and learners from lower socioeconomic status. The article outlines factors that impact vocabulary acquisition and highlights how children learn words. The article explains the general features of strong vocabulary instruction with concrete examples for the classroom setting including a one-page handout on 15 ways to build vocabulary in the classroom.