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["Supplemental material, Passaretti et al., “Reporting of Classroom-Based Morphological Awareness Instruction and Intervention for Kindergarten to Grade 3 Students in the Literature: A Scoping Review,” LSHSS, https://doi.org/10.1044/2022_LSHSS-22-00090"]
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["Citation","Title","aim 1 of morphological intervention described","treatment component 1 (tc1)","target of treatment - tc1","treatment group - tc1","ingredients - tc1","mechanism of action - tc1","aspect of change in target of treatment - tc1","outcome measure(s) - tc1","treatment component 2 (tc2)","target of treatment - tc2","treatment group - tc2","ingredients - tc2","mechanism of action - tc2","aspect of change in target of treatment - tc2","outcome measure(s) - tc2","treatment component 3 (tc3)","target of treatment - tc3","treatment group - tc3","ingredients - tc3","mechanism of action - tc3","aspect of change in target of treatment - tc3","outcome measure(s) - tc3","treatment component 4 (tc4)","target of treatment - tc4","treatment group - tc4","ingredients - tc4","mechanism of action - tc4","aspect of change in target of treatment - tc4","outcome measure(s) - tc4","treatment component 5 (tc5)","target of treatment - tc5","treatment group - tc5","ingredients - tc5","mechanism of action - tc5","aspect of change in target of treatment - tc5","outcome measure(s) - tc5","treatment component 6 (tc6)","target of treatment - tc6","treatment group - tc6","ingredients - tc6","mechanism of action - tc6","aspect of change in target of treatment - tc6","outcome measure(s) - tc6","aim 2 of morphological intervention described","treatment component 1 (tc1)","target of treatment - tc1","treatment group - tc1","ingredients - tc1","mechanism of action - tc1","aspect of change - tc1","outcome measure(s) - tc1","treatment component 2 (tc2)","target of treatment - tc2","treatment group - tc2","ingredients - tc2","mechanism of action - tc2","aspect of change - tc2","outcome measure(s) - tc2","treatment component 3 (tc3)","target of treatment - tc3","treatment group - tc3","ingredients - tc3","mechanism of action - tc3","aspect of change - tc3","outcome measure(s) - tc3","Other relevant information on the morphological awareness intervention described"]
["Allen & Lembke, 2020","The Effect of a Morphological Awareness Intervention on Early Writing Outcomes","improved spelling accuracy in words and sentences, and improved construction of written sentences for students with or at risk for LDs in writing\n\n\"We hypothesize that an intervention targeting morphological skills would result in improved spelling accuracy in words and sentences, and improved construction of written sentences for students with or at risk for LDs in writing, but effects may be constrained by participants' oral language and working memory.\" (p. 3)","listening activity - read aloud of short story\n\"Each session included four activities (Apel & Diehm, 2014): (a) listening activity, (b) word sort, (c) \"say it another way \" and (d) affix writing book.\" (p. 6)\n\n\"The listening activity required students to give a \"thumbs up\" when they heard the target affix read aloud in a short story.\" (p. 6)","not explicitly stated for tc1","not stated ","dosage: \"The intervention was provided for 25 min per session 4 to 5 times per week for 5 weeks.\" (abstract, p. 1); \"The intervention was provided by the first author and seven-trained graduate students in special education 4 to 5 times per week during the school-wide intervention block in groups of two to five students for 25 min per session for 5 weeks.\" (p. 5); \"Due to school scheduling constraints, Grade 2 students received the intervention 5 times per week and Grade 3 students received it 4 times per week.\" (p. 5)\n\n- \"The listening activity required students to give a \"thumbs up\" when they heard the target affix read aloud in a short story.\" (p. 6)\n\n- \"Order of lessons.The order of affixes taught followed the developmental progression of morpheme acquisition and included derivational and inflectional morphemes (Apel & Diehm, 2014). Affixes were taught in spoken and written forms in the following order: plural -s, third person -s, past tense -ed, present progressive -ing, prefix un-, prefix re-, suffix -er (person), suffix -ly, and suffix -er/-est (comparison). Base words were taken from the Dolch (1936) word lists.\" (p. 6)","not stated","not explicitly stated for tc1","not explicitly stated for tc1","word sort\n\"Each session included four activities (Apel & Diehm, 2014): (a) listening activity, (b) word sort, (c) \"say it another way\" and (d) affix writing book.\" (p. 6)","not explicitly stated for tc2","not stated ","dosage: \"The intervention was provided for 25 min per session 4 to 5 times per week for 5 weeks.\" (abstract, p. 1); \"The intervention was provided by the first author and seven-trained graduate students in special education 4 to 5 times per week during the school-wide intervention block in groups of two to five students for 25 min per session for 5 weeks.\" (p. 5); \"Due to school scheduling constraints, Grade 2 students received the intervention 5 times per week and Grade 3 students received it 4 times per week.\" (p. 5)\n\n- \"In word sort, students were presented with a word card and were told to \"say it, spell it, say it again\" and sort the cards according to whether the word had the target affix. Words were paired with pictures only during Lessons 1 to 3.\" (p. 6)\n\n- \"Order of lessons.The order of affixes taught followed the developmental progression of morpheme acquisition and included derivational and inflectional morphemes (Apel & Diehm, 2014). Affixes were taught in spoken and written forms in the following order: plural -s, third person -s, past tense -ed, present progressive -ing, prefix un-, prefix re-, suffix -er (person), suffix -ly, and suffix -er/-est (comparison). Base words were taken from the Dolch (1936) word lists.\" (p. 6)","not stated","not explicitly stated for tc2","not explicitly stated for tc2","say it another way\n\n\"Each session included four activities (Apel & Diehm, 2014): (a) listening activity, (b) word sort, (c) \"say it another way\" and (d) affix writing book.\" (p. 6)","not explicitly stated for tc3","not stated","dosage: \"The intervention was provided for 25 min per session 4 to 5 times per week for 5 weeks.\" (abstract, p. 1); \"The intervention was provided by the first author and seven-trained graduate students in special education 4 to 5 times per week during the school-wide intervention block in groups of two to five students for 25 min per session for 5 weeks.\" (p. 5); \"Due to school scheduling constraints, Grade 2 students received the intervention 5 times per week and Grade 3 students received it 4 times per week.\" (p. 5)\n\n\"During 'say it another way' instructors presented a written base word and asked the question, \"How can I say [BLANK] another way?\" Students orally responded with a modified word using the target affix (e.g., \"dogs\") and wrote the affix next to the base word.\" (p. 6)\n\n- \"Order of lessons.The order of affixes taught followed the developmental progression of morpheme acquisition and included derivational and inflectional morphemes (Apel & Diehm, 2014). Affixes were taught in spoken and written forms in the following order: plural -s, third person -s, past tense -ed, present progressive -ing, prefix un-, prefix re-, suffix -er (person), suffix -ly, and suffix -er/-est (comparison). Base words were taken from the Dolch (1936) word lists.\" (p. 6)","not stated","not explicitly stated for tc3","not explicitly stated for tc3","affix writing book\n\n\"Each session included four activities (Apel & Diehm, 2014): (a) listening activity, (b) word sort, (c) \"say it another way\" and (d) affix writing book.\" (p. 6)","not explicitly stated for tc4","not stated","dosage: \"The intervention was provided for 25 min per session 4 to 5 times per week for 5 weeks.\" (abstract, p. 1); \"The intervention was provided by the first author and seven-trained graduate students in special education 4 to 5 times per week during the school-wide intervention block in groups of two to five students for 25 min per session for 5 weeks.\" (p. 5); \"Due to school scheduling constraints, Grade 2 students received the intervention 5 times per week and Grade 3 students received it 4 times per week.\" (p. 5)\n\n- \"The affix book was a cumulative booklet where students circled words containing the target affix in a list, orally defined the words, and wrote sentences with the words. Instructors provided students with feedback and error correction through verbal prompts to spell and use target words correctly. (p. 6)\n\n- \"Order of lessons.The order of affixes taught followed the developmental progression of morpheme acquisition and included derivational and inflectional morphemes (Apel & Diehm, 2014). Affixes were taught in spoken and written forms in the following order: plural -s, third person -s, past tense -ed, present progressive -ing, prefix un-, prefix re-, suffix -er (person), suffix -ly, and suffix -er/-est (comparison). Base words were taken from the Dolch (1936) word lists.\" (p. 6)","not stated","not explicitly stated for tc4","not explicitly stated for tc4","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","outcome measures were not reported for morphological awareness/treatment components described. Pre-post testing reported for \"spelling and writing\" (p. 4), working memory (p. 5) and receptive language (p. 6)"]
["Apel et al., 2013","Morphological Awareness Intervention With Kindergartners and First- and Second-Grade Students From Low Socioeconomic Status Homes: A Feasibility Study.","\"... we hypothesized that the students in our study would demonstrate gains in their morphological awareness skills, with medium to large effect sizes. We also anticipated gains on word-level reading, spelling, and reading comprehension, but with effect sizes in the small to medium range.\" (p. 164)","listening activity\n\n\"On Day 1 of the lesson, the interventionist provided information on the goal of the lesson (e.g., to learn about a specific suffix or add-on) and then introduced the listening activity.\" (p. 166)","to identify target affix when heard\n\n\"For the latter half of this activity, the students were required to raise their magnifying glass when they heard a word with a plural s.\" (p. 166)","not stated ","dosage: \"Procedure. The intervention was implemented across 9 weeks between October and December of the academic year.... A total of 12 lessons targeting specific inflectional and derivational affixes (affix lessons) were used across the 9-week intervention, with each lesson taught across two sessions.\"(p. 166)\n\norder of affixes: \"Table 2. Order of the lessons and the targeted affixes.\" (p. 166)\n\n- \"In general, for all activities, the interventionist first modeled and spoke about the focus of an activity and then involved the students actively by requiring verbal, physical, and/or written responses from them.Additionally, across all lessons, the students were encouraged to be \"word detectives\" to help identify affixes, meanings of words, and so forth. All students were provided with magnifying glasses as a concrete means of emphasizing their need to investigate words.\" (p. 166)\n\n- \"Each affix lesson was covered across 2 instructional days. In general, each day's lesson contained four main activities that were selected from a number of possible activities. On Day 1 of the lesson, the interventionist provided information on the goal of the lesson (e.g., to learn about a specific suffix or add-on)...\" (p. 166)\n\n\"In this activity, the interventionist first read words with the target affix (e.g., plural s) and defined the word (e.g., \"cars - more than one car\"). For the latter half of this activity, the students were required to raise their magnifying glass when they heard a word with a plural s. The first activity of Day 2 was similar to Day 1. Typically, the interventionist then introduced one of the following three activities: a word-sorting activity (Day 1), say it another way activity (Day 2), or story (Day 2).\" (p. 166)","not stated","not explicitly stated for tc1","not explicitly stated for tc1","word-sorting activity\n\n\"In the word-sorting activity, the student either sorted picture cards (kindergarten) or word cards (first and second grade) that could be differentiated by the presence or absence of the target affix(e.g., sorting words that did or did not represent or include the plural forms of words.) (p. 166-167)","students identify the differences between words/pictures and the spelling of the target affix\n\n\"The interventionist helped the students identify the differences between words/pictures and, in the case of the first- and second-grade students, the spelling of the target affix.\" (p. 166-167)","not stated ","dosage: \"Procedure. The intervention was implemented across 9 weeks between October and December of the academic year.... A total of 12 lessons targeting specific inflectional and derivational affixes (affix lessons) were used across the 9-week intervention, with each lesson taught across two sessions.\n\norder of affixes: \"Table 2. Order of the lessons and the targeted affixes.\" (p. 166)\n\n- \"In general, for all activities, the interventionist first modeled and spoke about the focus of an activity and then involved the students actively by requiring verbal, physical, and/or written responses from them.Additionally, across all lessons, the students were encouraged to be \"word detectives\" to help identify affixes, meanings of words, and so forth. All students were provided with magnifying glasses as a concrete means of emphasizing their need to investigate words.\" (p. 166)\n\n- \"Each affix lesson was covered across 2instructional days. In general, each day's lesson contained four main activities that were selected from a number of possible activities. On Day 1 of the lesson, the interventionist provided information on the goal of the lesson (e.g., to learn about a specific suffix or add-on)...\" (p. 166)\n\n- \"In the word-sorting activity, the student either sorted picture cards (kindergarten) or word cards (first and second grade) that could be differentiated by the presence or absence of the target affix (e.g., sorting words that did or did not represent or include the plural forms of words.) The interventionist helped the students identify the differences between words/pictures and, in the case of the first- and second-grade students, the spelling of the target affix.\" (p. 166-167)","not stated","not explicitly stated for tc2","not explicitly stated for tc2","say it another way activity\n\n\"In the say it another way activity, the students verbally produced inflected or derived words based on a definition that was given by the interventionist(e.g., \"How can I say...more than one stick....another way?\"). In the story activity, the students listened to a story and put a thumb up for every instance of a word containing the target affix and explained what it meant.\" (p. 167)","to verbally produce inflected or derived words based on a definition given by the interventionist\n\n\"...students verbally produced inflected or derived words based on a definition that was given by the interventionist.\" (p. 167)","not stated","dosage: \"Procedure. The intervention was implemented across 9 weeks between October and December of the academic year.... A total of 12 lessons targeting specific inflectional and derivational affixes (affix lessons) were used across the 9-week intervention, with each lesson taught across two sessions.\n\norder of affixes: \"Table 2. Order of the lessons and the targeted affixes.\" (p. 166)\n\n- \"In general, for all activities, the interventionist first modeled and spoke about the focus of an activity and then involved the students actively by requiring verbal, physical, and/or written responses from them.Additionally, across all lessons, the students were encouraged to be \"word detectives\" to help identify affixes, meanings of words, and so forth. All students were provided with magnifying glasses as a concrete means of emphasizing their need to investigate words.\" (p. 166)\n\n- \"Each affix lesson was covered across 2instructional days. In general, each day's lesson contained four main activities that were selected from a number of possible activities. On Day 1 of the lesson, the interventionist provided information on the goal of the lesson (e.g., to learn about a specific suffix or add-on)...\" (p. 166)\n\n- \"In the say it another way activity, the students verbally produced inflected or derived words based on a definition that was given by the interventionist (e.g., \"How can I say...more than one stick....another way?\"). In the story activity, the students listened to a story and put a thumb up for every instance of a word containing the target affix and explained what it meant.\" (p. 167)","not stated","not explicitly stated for tc3","not explicitly stated for tc3","add-on activity\n\n\"A third activity followed, either the add-on activity or the written activity (Day 1) or the affix book (Day 2).\" (p. 167)","use connecting blocks to either add a base word and the corresponding inflected or derived affix together or to separate them\n\n\"In the add-on activity, the students were encouraged to use connecting blocks to either add a base word and the corresponding inflected or derived affix together or to separate them.\" (p. 167)\n","not stated","dosage: \"Procedure. The intervention was implemented across 9 weeks between October and December of the academic year.... A total of 12 lessons targeting specific inflectional and derivational affixes (affix lessons) were used across the 9-week intervention, with each lesson taught across two sessions.\n\norder of affixes: \"Table 2. Order of the lessons and the targeted affixes.\" (p. 166)\n\n- \"In general, for all activities, the interventionist first modeled and spoke about the focus of an activity and then involved the students actively by requiring verbal, physical, and/or written responses from them.Additionally, across all lessons, the students were encouraged to be \"word detectives\" to help identify affixes, meanings of words, and so forth. All students were provided with magnifying glasses as a concrete means of emphasizing their need to investigate words.\" (p. 166)\n\n- \"Each affix lesson was covered across 2instructional days. In general, each day's lesson contained four main activities that were selected from a number of possible activities. On Day 1 of the lesson, the interventionist provided information on the goal of the lesson (e.g., to learn about a specific suffix or add-on)...\" (p. 166)\n\n- \"A third activity followed, either the add-on activity or the written activity (Day 1) or the affix book (Day 2). In the add-on activity, the students were encouraged to use connecting blocks to either add a base word and the corresponding inflected or derived affix together or to separate them.\" (p. 167)","not stated","not explicitly stated for tc4","not explicitly stated for tc4","written activity\n\n\"A third activity followed, either the add-on activity or the written activity (Day 1) or the affix book (Day 2).\" (p. 167)","circle the target affix in lists of words that contain or do not contain the affix\n\n\"In the written activity, the first- and second-grade students circled the target affix in lists of words that contained or did not contain the affix\". (p. 166)","not stated","dosage: \"Procedure. The intervention was implemented across 9 weeks between October and December of the academic year.... A total of 12 lessons targeting specific inflectional and derivational affixes (affix lessons) were used across the 9-week intervention, with each lesson taught across two sessions.\n\norder of affixes: \"Table 2. Order of the lessons and the targeted affixes.\" (p. 166)\n\n- \"In general, for all activities, the interventionist first modeled and spoke about the focus of an activity and then involved the students actively by requiring verbal, physical, and/or written responses from them.Additionally, across all lessons, the students were encouraged to be \"word detectives\" to help identify affixes, meanings of words, and so forth. All students were provided with magnifying glasses as a concrete means of emphasizing their need to investigate words.\" (p. 166)\n\n- \"Each affix lesson was covered across 2instructional days. In general, each day's lesson contained four main activities that were selected from a number of possible activities. On Day 1 of the lesson, the interventionist provided information on the goal of the lesson (e.g., to learn about a specific suffix or add-on)...\" (p. 166)\n\n- \"A third activity followed, either the add-on activity or the written activity (Day 1) or the affix book (Day 2). ... In the written activity, the first- and second-grade students circled the target affix in lists of words that contained or did not contain the affix\". (p. 166)","not stated","not explicitly stated for tc5","not explicitly stated for tc5","affix book\n\n\"A third activity followed, either the add-on activity or the written activity (Day 1) or the affix book (Day 2).\" (p. 167)","define the affix and write sample words (first and second grade) and paste in pictures (all grades) of words that contain the target affix\n\n\"For the affix book activity, the students defined the affix and wrote sample words (first and second grade) and pasted in pictures (all grades) of words that contained the target affix.\" (p. 167)","not stated","dosage: \"Procedure. The intervention was implemented across 9 weeks between October and December of the academic year.... A total of 12 lessons targeting specific inflectional and derivational affixes (affix lessons) were used across the 9-week intervention, with each lesson taught across two sessions.\n\norder of affixes: \"Table 2. Order of the lessons and the targeted affixes.\" (p. 166)\n\n- \"In general, for all activities, the interventionist first modeled and spoke about the focus of an activity and then involved the students actively by requiring verbal, physical, and/or written responses from them.Additionally, across all lessons, the students were encouraged to be \"word detectives\" to help identify affixes, meanings of words, and so forth. All students were provided with magnifying glasses as a concrete means of emphasizing their need to investigate words.\" (p. 166)\n\n- \"Each affix lesson was covered across 2instructional days. In general, each day's lesson contained four main activities that were selected from a number of possible activities. On Day 1 of the lesson, the interventionist provided information on the goal of the lesson (e.g., to learn about a specific suffix or add-on)...\" (p. 166)\n\n\"For the affix book activity, the students defined the affix and wrote sample words (first and second grade) and pasted in pictures (all grades) of words that contained the target affix.\" (p. 167)","not stated","not explicitly stated for tc6","not explicitly stated for tc6","note: treatment components that follow continue from aim 1\n\n-treatment component 10 (tc10): wrap up activity\n\n\"Finally, the lessons ended with a wrap-up activity (Days 1 and 2) during which the interventionist and students reviewed the target affix and its meaning and brainstormed on different words containing the affix.\" (p. 167)\n\n-target of treatment:\nto review the target affix and its meaning and brainstorm on different words containing the affix\n\n\"Finally, the lessons ended with a wrap-up activity (Days 1 and 2) during which the interventionist and students reviewed the target affix and its meaning and brainstormed on different words containing the affix.\" (p. 167)\n\n-treatment group: not stated\n\n-ingredients:\n\ndosage: \"Procedure. The intervention was implemented across 9 weeks between October and December of the academic year.... A total of 12 lessons targeting specific inflectional and derivational affixes (affix lessons) were used across the 9-week intervention, with each lesson taught across two sessions.\n\norder of affixes: \"Table 2. Order of the lessons and the targeted affixes.\" (p. 166)\n\nmechanism of action: not stated\naspect of change: not explicitly stated for tc10\noutcome measure(s): not explicitly stated for tc10\n\n","tc7\nstory activity\n\n\"In the story activity, the students listened to a story ...\" (p. 167)","for tc7\nidentify the target affix when heard by putting up thumb and explained what it meant\n\n\"In the story activity, the students listened to a story and put a thumb up for every instance of a word containing the target affix and explained what it meant.\" (p. 167)","not stated","for tc7\ndosage: \"Procedure. The intervention was implemented across 9 weeks between October and December of the academic year.... A total of 12 lessons targeting specific inflectional and derivational affixes (affix lessons) were used across the 9-week intervention, with each lesson taught across two sessions.After two affix lessons (4 days), a review lesson of the affixes that were covered in the preceding two lessons was held across2 days (see Table 2 for the order of lessons and target affixes).These review lessons also included a general discussion of inflectional and derivational forms of a common base word(see the description of word relatives below). The groups met 4 days per week, 25 min per session.\"(p. 166)\n\norder of affixes: \"Table 2. Order of the lessons and the targeted affixes.\" (p. 166)\n\n- \"In general, for all activities, the interventionist first modeled and spoke about the focus of an activity and then involved the students actively by requiring verbal, physical, and/or written responses from them.Additionally, across all lessons, the students were encouraged to be \"word detectives\" to help identify affixes, meanings of words, and so forth. All students were provided with magnifying glasses as a concrete means of emphasizing their need to investigate words.\" (p. 166)\n\n\"In the story activity, the students listened to a story and put a thumb up for every instance of a word containing the target affix and explained what it meant.\" (p. 167)","not stated","not explicitly stated for tc7","not explicitly stated for tc7","tc8\nreview lessons - games\n\n\"Games incorporating the affixes under review (dice game with affixes on the face of die) were used to increase interest.\" (p. 167)","for tc8\ntalk about what recently learned affixes mean and how they are spelled\n\n\"For the review, the interventionist and students talked about the recently learned affixes, what they meant, and (for first- and second-grade students) how they were spelled\" (p. 167)","not stated","for tc8\n\ndosage: \"After two affix lessons (4 days), a review lesson of the affixes that were covered in the preceding two lessons was held across2 days (see Table 2 for the order of lessons and target affixes).These review lessons also included a general discussion of inflectional and derivational forms of a common base word(see the description of word relatives below). The groups met 4 days per week, 25 min per session.\"(p. 166)\n\norder of affixes: \"Table 2. Order of the lessons and the targeted affixes.\" (p. 166)\n\nfrom p. 167:\n- frequency of review lessons: \"Six times across the 9-week interven-tion, the students received a 2-day review lesson.\"\n\n- \"One purpose of the lesson was to review the specific affixes that had been taught since the prior review. For the review, the interventionist and students talked about the recently learned affixes, what they meant, and (for first- and second-grade students) how they were spelled. Games incorporating the affixes under review (dice game with affixes on the face of die) were used to increase interest.","not stated","not explicitly stated for tc8","not explicitly stated for tc8","tc9\nreview lessons - picture sorting activity\n\n\"The interventionist began the activity with a picture-sorting activity in which the students separated cards into piles of cats and dogs.\" (p. 167)","for tc9\ndiscuss how words belong to the same word family and how words are related\n\n\"The second purpose of the review lesson was to introduce the notion of and talk about word relatives...The interventionist and students discussed how the cats (and dogs) belonged in the same family... The interventionist then introduced the notion of word relatives...\" (p. 167)","not stated","tc9\n\ndosage: \"After two affix lessons (4 days), a review lesson of the affixes that were covered in the preceding two lessons was held across2 days (see Table 2 for the order of lessons and target affixes).These review lessons also included a general discussion of inflectional and derivational forms of a common base word(see the description of word relatives below). The groups met 4 days per week, 25 min per session.\"(p. 166)\n\norder of affixes: \"Table 2. Order of the lessons and the targeted affixes.\" (p. 166)\n\nfrom p. 167:\n- frequency of review lessons: \"Six times across the 9-week interven-tion, the students received a 2-day review lesson.\"\n\n- \"The interventionist began the activity with a picture-sorting activity in which the students separated cards into piles of cats and dogs.The interventionist and students discussed how the cats (and dogs) belonged in the same family because, even though they. did not always look or sound the same, they still all meowed(or barked) and had four legs. The interventionists introduced a picture of a hot dog and discussed how it did not belong to. the dog family because it did not mean the same as other. dogs. The interventionist then introduced the notion of word relatives words that are related because they share meaning(e.g., eat and eating are relatives, but eat and beat are not).The students brainstormed word relatives of different base. words and listened for word relatives within a story.\" (p. 167)","not stated","not explicitly stated for tc9","not explicitly stated for tc9","the outcome measures reported for morphological awareness (see p. 164-165) are presented for the study as a whole; it is noted however, that the relatives task could be matched to the target of treatment for tc3; the rehit task could be matched to tc6; the affix identification task could be matched to tc2, tc5, and tc6"]
["Apel & Werfel, 2014","Using Morphological Awareness Instruction to Improve Written Language Skills.","develop morphological awareness and literacy skills\n\n\"The tasks we describe below have, for the most part, been used in investigations of morphological awareness interventions. The focus of these research studies has been on whether the interventions led to increases in students' morphological awareness and, in some cases, literacy skills.\" (p. 256)","segmenting task \n\n'To increase students' conscious awareness of the number of spoken morphemes in words, a segmenting task can be used.' (p. 256)","awareness of the number of spoken morphemes in words\n\n'To increase students' conscious awareness of the number of spoken morphemes in words, a segmenting task can be used.' (p. 256)","not stated ","from p. 256:\n- \"... in this activity, students are shown how words can be broken down into their basic units of meaning (e.g., cats breaks down to cat + -s) via counting or signaling in some way (moving blocks or beads) the number of morphemes in a word. When modeling the segmentation of morphemes, it is important to provide an explanation for why each morpheme has been segmented (i.e.,cat stands for the animal; -s in this case, when attached to cat, or another noun, means more than one) to ensure that the students understand that the segmentation is based on meaningful units of language. At times in this activity, we will provide examples of words that can be monomorphemic or multimorphemic depending on the context (e.g., band vs. banned) and ask students to consider whether the segmentation will differ. Examples such as these help emphasize that the sound (phonology) of the word does not necessarily influence the decision about the number of meaningful units it contains.","not stated","increase students' conscious awareness of the number of spoken morphemes in words\n\n'To increase students' conscious awareness of the number of spoken morphemes in words, a segmenting task can be used.' (p. 256)","not explicitly stated for tc1","word building task\n\n\"Word building activities can be used to facilitate students' conscious awareness of written morphemes. These types of activities also can be used to increase their explicit knowledge of the meaning of morphemes and how those morphemes are spelled.\" (p. 256)","facilitate students' conscious awareness of written morphemes and to increase their explicit knowledge of the meaning of morphemes and how those morphemes are spelled\n\n\"Word building activities can be used to facilitate students' conscious awareness of written morphemes. These types of activities also can be used to increase their explicit knowledge of the meaning of morphemes and how those morphemes are spelled.\" (p. 256)","not stated ","from p. 256:\n- \"Word building activities typically involve combining base words (or roots) with different prefixes or suffixes to create real or novel words. For ex-ample, the instructor might have three lists available for students: common prefixes, common suffixes, and common or grade-level base words. Taking one of the base words(e.g.,build), the instructor then asks the students to choose a prefix that can be attached to the base word to create anew word. If the students choose the prefix re- then the group discusses the resulting word:rebuild.The discussion would focus on what re- seems to mean, whether re-‚ has the same meaning effect when it is attached onto other words, whether re- always spelled the same way, and whether attaching re- to a word causes a change in the spelling of the base word. The same process can be repeated when the students are asked to choose a suffix to attach to the word.\"","not stated","not explicitly stated for conscious awareness of written morphemes and \n\nincrease their explicit knowledge of the meaning of morphemes and how those morphemes are spelled\n\n\"Word building activities can be used to facilitate students' conscious awareness of written morphemes. These types of activities also can be used to increase their explicit knowledge of the meaning of morphemes and how those morphemes are spelled.\" (p. 256)","not explicitly stated for tc2","word sorts\n\n\"Word sorts are another activity that may be used to raise students' conscious awareness of the spelling of affixes and the rules for how base words are modified when certain affixes are added.\" (p. 256)","to raise students' conscious awareness of the spelling of affixes and the rules for how base words are modified when certain affixes are added\n\n\"Word sorts are another activity that may be used to raise students' conscious awareness of the spelling of affixes and the rules for how base words are modified when certain affixes are added.\" (p. 256)","not stated","from p. 256-257:\n- \"In the typical word sort activity, the instructor provides a set of cards that contain words that can be contrasted based on a specific rule or principle. For example, the instructor, after modeling has occurred, might provide cards with words ending with the plural -s suffix that involves two different allomorphs (e.g.,cats, dogs) and their counterparts in singular form (i.e.,cat, dog). The students then are asked to separate the cards into two piles or columns based on similar properties or elements. If scaffolding is needed, the instructor could provide one card from each category (e.g.,cat, cats), verbalize why each card was chosen (e.g., \"Cats. Hmm, I hear an /s/ at the end of that word.Cats. [pause] Cat. Hey, I don't hear an /s/ at the end of that word. [pause] OK, you start sorting cards under one or the other of these cards.\"), and then encourage the students to continue to sort the cards.\"\n\n- \"Once cards have been sorted into different piles, the instructor queries students to determine why the cards are placed into the piles as they are. The key aspect of the activity is that the students verbalize the knowledge or rule to be learned; it is not important that they state the knowledge or rule exactly as the instructor might have verbalized it. In the case of this sort, once the students sort the cards into two piles (plural and singular forms of the words) and verbalize as such, the instructor then enters into a discussion with the students on what part of the word signaled the difference between the words (the -s),what it means (more than one), and how no matter how it sounds at the end, it is spelled the same. With this sort, a followup activity could be to add additional cards with the second orthographic form of the plural (-es, as in busses)and have students deduce the rule for when -es versus -sis used for plural spellings.\"","not stated","not explicitly stated for tc3","not explicitly stated for tc3","\"word relatives strategy\"\n\n\"One activity that more directly aids students' conscious awareness of relations among base words or roots and their inflected and/or derived forms is called the Word Relatives strategy.\" (p. 257)","develop students' conscious awareness of relations among base words or roots and their inflected and/or derived forms\n\n\"One activity that more directly aids students' conscious awareness of relations among base words or roots and their inflected and/or derived forms is called the Word Relatives strategy.\" (p. 257)","not stated","from p. 257:\n- \"With the Word Relatives activity, the students are first introduced to the notion that some multimorphemic words are related to one another and to a base word or root because of the shared base word or root. Initially, to clarify this concept of meaning relations, the instructor may use the analogy of family members, in which one family member may look and sound like another family member, another may sound but not look like another family member, a third may look but not sound like another family member, and a fourth may not look or sound like another family member, but all are related because they are family. Alternatively, the analogy of a cat family can be used. Some cats share similar-looking fur and sounds, some differ by sound or fur, and some do not share look or sound with their fellow cats, but they still belong to the cat family.\"\n\n- \"...the in-structor then introduces that notion with words. The students are provided a base word (e.g., know) and are asked to brainstorm all the relatives they can think of that share meaning with that main relative (e.g., knowing, knowledge, knowledgeable, unknowingly). With each suggested word, the instructor confirms that the suggestion shares meaning with the main relative word and then discusses whether the main relative is heard within that suggestion and, when writing it out, whether the main relative is seen within that suggested word. The same process can be con-ducted with roots; the students are provided a word root(e.g.,cert) and its definition (sure) and then are asked to brainstorm relatives (e.g.,certain, certificate, certify).\" ","not stated","not explicitly stated for tc4","not explicitly stated for tc4","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","outcome measures are described in this tutorial (see \"Tasks Used to Measure Morphological Awareness\" p. 254-255) but not explicitly matched to any of the treatment components in morphological awareness instruction"]
["Apel & Diehm, 2014","Morphological Awareness Intervention With Kindergarteners and First and Second Grade Students From Low SES Homes: A Small Efficacy Study.","to improve morphological awareness and reading skills\n\n\"Thus, our research question was, will an 8-week, small-group morphological awareness intervention improve the morphological awareness and reading skills of kindergarteners and first- and second-grade students from low-SES homes, compared to a control group of students?\" (p. 66)","listening activity\n\n\"Next, in the listening activity, the interventionist read words with the target affix (e.g., present progressive -ing) and defined the word (e.g., \"cutting - to cut right now\"). (p. 69)","to identify words with the target affix when heard\n\n\"Next, in the listening activity, the interventionist read words with the target affix (e.g., present progressive -ing) and defined the word (e.g., \"cutting - to cut right now\"). For the second portion of this activity, the students raised their magnifying glasses when they heard a word with the target affix (e.g., \"Listen ... jumping. Listen ... cut\").\" (p. 69)","Other: not stated","dosage: \"The intervention was implemented across 8 weeks between February and April...The groups met 4 days per week, 25 min per session\" (p. 68)\n-this occurred as the first activity on both Day 1 and Day 2 of affix lessons (p. 68-69)\n\nfrom p. 68:\n- \"A total of 11 specific inflectional and derivational affixes were taught across the 8-week intervention, with instruction on each affix occurring across two sessions.\"\n\n-see Table 2 for the order of lessons and target affixes\n\n- \"For all students in all activities, the interventionist first modeled and spoke about the focus of an activity and then actively involved the students by requiring them to respond with verbal, physical, and/or written responses. Across all lessons, the students were encouraged to be \"word detectives\" to help identify affixes, meanings of words, and so forth. All students used magnifying glasses throughout various activities as a tangible means of highlighting their need to investigate words.\"\n\nfrom p. 69:\n- \"Next, in the listening activity, the interventionist read words with the target affix (e.g., present progressive -ing) and defined the word (e.g., \"cutting - to cut right now\"). For the second portion of this activity, the students raised their magnifying glasses when they heard a word with the target affix (e.g., \"Listen ... jumping. Listen ... cut\"). The first activity of Day 2 was comparable.\"","not stated","not explicitly stated for tc1","not explicitly stated for tc1","word-sorting activity\n\n\"In the word-sorting activity, the students sorted picture cards (kindergarten) or word cards (first and second grade) that could be distinguished by the presence or absence of the target affix (e.g., sorting pictures or words that did or did not represent or include the present progressive verb form).\" (p. 69)","to identify the differences between pictures or words\nand\nfor grades 1 and 2:\nto identify differences in the spellings based on the target affixes\n\n\"The interventionists helped the students identify the differences between pictures or words; for the first- and second-grade students, the interventionists also helped the students identify differences in the spellings based on the target affixes.\" (p. 69)","not stated ","dosage: \"The intervention was implemented across 8 weeks between February and April...The groups met 4 days per week, 25 min per session\" (p. 68)\n\nfrom p. 68:\n- \"A total of 11 specific inflectional and derivational affixes were taught across the 8-week intervention, with instruction on each affix occurring across two sessions.\"\n\n-see Table 2 for the order of lessons and target affixes\n\n- \"For all students in all activities, the interventionist first modeled and spoke about the focus of an activity and then actively involved the students by requiring them to respond with verbal, physical, and/or written responses. Across all lessons, the students were encouraged to be \"word detectives\" to help identify affixes, meanings of words, and so forth. All students used magnifying glasses throughout various activities as a tangible means of highlighting their need to investigate words.\"\n\nfrom p. 69:\n- \"For a second activity, the interventionist introduced one of the following three activities: a word-sorting activity (Day 1), \"say it another way\" activity, or story (both Day 2). In the word-sorting activity, the students sorted picture cards (kindergarten) or word cards (first and second grade) that could be distinguished by the presence or absence of the tar-get affix (e.g., sorting pictures or words that did or did not represent or include the present progressive verb form). The interventionists helped the students identify the differences between pictures or words; for the first- and second-grade students, the interventionists also helped the students identify differences in the spellings based on the target affixes.\"","not stated","not stated explicitly for tc2","not explicitly stated for tc2","say it another way activity\n\n\"In the \"say it another way activity\", the students verbally produced inflected or derived forms of base words given the interventionist's definition (e.g., \"How can I say … 'to draw right now' ... another way?\"). (p. 69)","to verbally produce inflected or derived forms of base words\n\n\"In the \"say it another way activity\", the students verbally produced inflected or derived forms of base words given the interventionist's definition (e.g., \"How can I say ... 'to draw right now' ... another way?\"). (p. 69)","not stated","dosage: \"The intervention was implemented across 8 weeks between February and April...The groups met 4 days per week, 25 min per session\" (p. 68)\n\nfrom p. 68:\n- \"A total of 11 specific inflectional and derivational affixes were taught across the 8-week intervention, with instruction on each affix occurring across two sessions.\"\n\n-see Table 2 for the order of lessons and target affixes\n\n- \"For all students in all activities, the interventionist first modeled and spoke about the focus of an activity and then actively involved the students by requiring them to respond with verbal, physical, and/or written responses. Across all lessons, the students were encouraged to be \"word detectives\" to help identify affixes, meanings of words, and so forth. All students used magnifying glasses throughout various activities as a tangible means of highlighting their need to investigate words.\"\n\nfrom p. 69:\n- \"For a second activity, the interventionist introduced one of the following three activities: a word-sorting activity (Day 1), \"say it another way activity\", or story (both Day 2).\"\n- \"In the \"say it another way activity\", the students verbally produced inflected or derived forms of base words given the interventionist's definition (e.g., \"How can I say ... 'to draw right now' ... another way?\").\"","not stated","not stated explicitly for tc3","not explicitly stated for tc3","story activity\n\n\"For a second activity, the interventionist introduced one of the following three activities: a word-sorting activity (Day 1), \"say it another way activity\", or story (both Day 2).\" (p. 69)","to identify a word containing the target affix when heard and explain what the word meant\n\n\"In the story activity, the interventionists read a story and the students put up their thumbs every time they heard a word containing the target affix; they also were asked to explain what the word meant.\" (p. 69)","not stated","dosage: \"The intervention was implemented across 8 weeks between February and April...The groups met 4 days per week, 25 min per session\" (p. 68)\n\nfrom p. 68:\n- \"A total of 11 specific inflectional and derivational affixes were taught across the 8-week intervention, with instruction on each affix occurring across two sessions.\"\n\n-see Table 2 for the order of lessons and target affixes\n\n- \"For all students in all activities, the interventionist first modeled and spoke about the focus of an activity and then actively involved the students by requiring them to respond with verbal, physical, and/or written responses. Across all lessons, the students were encouraged to be \"word detectives\" to help identify affixes, meanings of words, and so forth. All students used magnifying glasses throughout various activities as a tangible means of highlighting their need to investigate words.\"\n\nfrom p. 69:\n- \"For a second activity, the interventionist introduced one of the following three activities: a word-sorting activity (Day 1), \"say it another way activity\", or story (both Day 2).\"\n- \"In the story activity, the interventionists read a story and the students put up their thumbs every time they heard a word containing the target affix; they also were asked to explain what the word meant.\"","not stated","not explicitly stated for tc4","not explicitly stated for tc4","written activity\n\n\"A third activity followed, either the written activity or the add-on activity (Day 1) or the affix book (Day 2). (p. 69)","to circle words containing the target affix\n\n\"In the written activity, the first- and second-grade students scanned a list of words and circled the words containing the target affix.\" (p. 69)","not stated","dosage: \"The intervention was implemented across 8 weeks between February and April...The groups met 4 days per week, 25 min per session\" (p. 68); \"A third activity followed, either the written activity or the add-on activity (Day 1) ... (p. 69)\n\nfrom p. 68:\n- \"A total of 11 specific inflectional and derivational affixes were taught across the 8-week intervention, with instruction on each affix occurring across two sessions.\"\n\n-see Table 2 for the order of lessons and target affixes\n\n- \"For all students in all activities, the interventionist first modeled and spoke about the focus of an activity and then actively involved the students by requiring them to respond with verbal, physical, and/or written responses. Across all lessons, the students were encouraged to be \"word detectives\" to help identify affixes, meanings of words, and so forth. All students used magnifying glasses throughout various activities as a tangible means of highlighting their need to investigate words.\"\n\nfrom p. 69:\n- \"In the written activity, the first- and second-grade students scanned a list of words and circled the words containing the target affix.\"","not stated","not explicitly stated for tc5","not explicitly stated for tc5","add-on activity\n\n\"A third activity followed, either the written activity or the add-on activity (Day 1) or the affix book (Day 2). (p. 69)","to connect or separate blocks as a tangible representation of how to add on or take off affixes from base words\n\n\"In the add-on activity, the students either connected or separated blocks as a tangible representation of how to add on or take off affixes from base words.\" (p. 69)","not stated","dosage: \"The intervention was implemented across 8 weeks between February and April...The groups met 4 days per week, 25 min per session\" (p. 68); \"A third activity followed, either the written activity or the add-on activity (Day 1) ... (p. 69)\n\nfrom p. 68:\n- \"A total of 11 specific inflectional and derivational affixes were taught across the 8-week intervention, with instruction on each affix occurring across two sessions.\"\n\n-see Table 2 for the order of lessons and target affixes\n\n- \"For all students in all activities, the interventionist first modeled and spoke about the focus of an activity and then actively involved the students by requiring them to respond with verbal, physical, and/or written responses. Across all lessons, the students were encouraged to be \"word detectives\" to help identify affixes, meanings of words, and so forth. All students used magnifying glasses throughout various activities as a tangible means of highlighting their need to investigate words.\"\n\nfrom p. 69:\n- \"In the add-on activity, the students either connected or separated blocks as a tangible representation of how to add on or take off affixes from base words.\"","not stated","not explicitly stated for tc6","not explicitly stated for tc6","note am using tc1 and tc2 and tc3 of aim 2 to chart tc7 and tc8 and tc9 of this intervention","tc7: affix book\n\n\"A third activity followed, either the written activity or the add-on activity (Day 1) or the affix book (Day 2). (p. 69)","for tc7: not explicitly stated for kindergarten\n\nfor grades 1 and 2 to define target affix and write examples of words\n\n- \"For the affix book activity, the students first defined the target affix, then wrote examples of words (first and second grade), and pasted in pictures that represented words (all grades) that contained those target affixes.\"","Other: for tc7: not stated","for tc7: \ndosage: \"The intervention was implemented across 8 weeks between February and April...The groups met 4 days per week, 25 min per session\" (p. 68); \"A third activity followed, ... the affix book (Day 2). (p. 69)\n\nfrom p. 68:\n- \"A total of 11 specific inflectional and derivational affixes were taught across the 8-week intervention, with instruction on each affix occurring across two sessions.\"\n\n-see Table 2 for the order of lessons and target affixes\n\n- \"For all students in all activities, the interventionist first modeled and spoke about the focus of an activity and then actively involved the students by requiring them to respond with verbal, physical, and/or written responses. Across all lessons, the students were encouraged to be \"word detectives\" to help identify affixes, meanings of words, and so forth. All students used magnifying glasses throughout various activities as a tangible means of highlighting their need to investigate words.\"\n\nfrom p. 69:\n- \"For the affix book activity, the students first defined the target affix, then wrote examples of words (first and second grade), and pasted in pictures that represented words (all grades) that contained those target affixes.\"","Other: for tc7: not stated","not explicitly stated for tc7","not explicitly stated for tc7","tc8: wrap-up activity\n\n- \"Finally, on both days, the lessons ended with a wrap-up activity. During this activity, the interventionist and students reviewed the target affix, its meaning, and brainstormed different words containing the affix.\" (p. 69)","for tc8:\nbrainstorm different words containing the affix\n\n- \"Finally, on both days, the lessons ended with a wrap-up activity. During this activity, the interventionist and students reviewed the target affix, its meaning, and brainstormed different words containing the affix.\" (p. 69)","not stated","for tc8:\n\ndosage: \"The intervention was implemented across 8 weeks between February and April...The groups met 4 days per week, 25 min per session\" (p. 68); \"A third activity followed, either the written activity or the add-on activity (Day 1)...\" (p. 69)\n\nfrom p. 68:\n- \"A total of 11 specific inflectional and derivational affixes were taught across the 8-week intervention, with instruction on each affix occurring across two sessions.\"\n\n-see Table 2 for the order of lessons and target affixes\n\n- \"For all students in all activities, the interventionist first modeled and spoke about the focus of an activity and then actively involved the students by requiring them to respond with verbal, physical, and/or written responses. Across all lessons, the students were encouraged to be \"word detectives\" to help identify affixes, meanings of words, and so forth. All students used magnifying glasses throughout various activities as a tangible means of highlighting their need to investigate words.\"\n\n- \"Finally, on both days, the lessons ended with a wrap-up activity. During this activity, the interventionist and students reviewed the target affix, its meaning, and brainstormed different words containing the affix.\" (p. 69)","not stated","not explicitly stated for tc8","not explicitly stated for tc8","tc9: review lesson - word relatives","for tc9: \n\nto heighten the students' interest (volitional target); to brainstorm word relatives of different base words and identify relatives within a story\n\n\"Games incorporating the affixes under review (dice game with affixes on the face of each die) were used to heighten the students' interest.\" (p. 69)\n\n\"The students brainstormed word relatives of different base words and listened for relatives within a story.\" (p. 70)","Other: for tc9: not stated","for tc9:\n\ndosage: \"Four times across the 8-week intervention, the students received a 2-day review lesson\". (p. 69)\n\nfrom p. 68:\n- \"After two affix lessons (4 days), a review lesson of the affixes covered in the preceding two lessons was held across 2 days (see Table 2 for the order of lessons and target affixes). These review lessons also included a general discussion of inflectional and derivational forms of a common base word (see description of word relatives below).\"\n- \"For all students in all activities, the interventionist first modeled and spoke about the focus of an activity and then actively involved the students by requiring them to respond with verbal, physical, and/or written responses. Across all lessons, the students were encouraged to be \"word detectives\" to help identify affixes, meanings of words, and so forth. All students used magnifying glasses throughout various activities as a tangible means of highlighting their need to investigate words.\"\n\nfrom p. 69:\n- \"First, the lessons reviewed the specific affixes taught since the prior review. During that portion of the lesson, the interventionist and students talked about the affixes that had been learned, what the affixes meant, and (for first- and second-grade students) how they were spelled. Games incorporating the affixes under review (dice game with affixes on the face of each die) were used to heighten the students' interest.\n- \"The second purpose of the review lessons was to introduce to and discuss the notion of word relatives (Wasowicz, Apel, Masterson, & Whitney, 2004). When word relatives were first introduced, the interventionist began the activity with a picture-sorting activity in which the students separated cards into piles of cats and dogs. The interventionist and students discussed how varieties of cats (and dogs) belonged in the same animal family because even though they did not always look or sound the same, they all meowed or barked. The interventionist also introduced a picture of a hot dog and discussed how it does not belong to the dog family, even though we see and hear the word dog in hot dog, because it does not mean the same as other dogs. Subsequently, the interventionist introduced the notion of word relatives following the same logic: words are related because they share meaning (e.g., eat and eating are relatives because they share meaning, but eat and beat are not). The students brainstormed word relatives of different base words and listened for relatives within a story.\"","Other: for tc9: not stated","not explicitly stated for tc9","not explicitly stated for tc9","outcome measures are reported for the intervention, but not for individual treatment components; the affix identification task can be matched with tc1, tc2 and tc5; and the relatives task with tc3"]
["Bowers & Bowers, 2018","Progress in reading instruction requires a better understanding of the English spelling system.","for children to learn about the meaning-bearing elements of words (morphemes) and learn to organize words into morphological families that share meanings and spellings and understand the meaninful organization of the writing system\n\n\"SWI (but not phonics) can exploit this insight because children learn about the meaning-bearing elements of words (morphemes) and learn to organize words into morphological families that share meanings and spellings.\" (p. 410)\n\nand\nsee \"SWI is a promising approach in this respect, given that it aims to give children an understanding of the meaningful organization of the writing system through word investigations.\" (p. 411)","matrices\n\nsee \"Organizing words into morphological families using matrices (as in Fig. 1) highlights this organization, much like the hierarchies used by Bower et al. (1969).\" (p. 410)","develop ability to investigate the structure and meaning of words and generate and test hypotheses about which words belong to a common word family, which do not, and why\n\n\"For instance, children can be presented with lists of words (e.g., play, playful, replay, plays, plane, playmate, and say) and investigate the structure and meaning of these words in order to generate and test hypotheses about which words belong to a common family, which do not, and why.\" (p. 410-411)","not stated ","- word matrices; \"Organizing words into morphological families using matrices (as in Fig. 1)...\" (p. 410)\n\n\"For instance, children can be presented with lists of words (e.g., play, playful, replay, plays, plane, playmate, and say) and investigate the structure and meaning of these words in order to generate and test hypotheses about which words belong to a common family, which do not, and why.\" (p. 410-411)\n\n\"Or children can make sense of why does is spelled <does> rather than *<duz> or why there is a <g> in sign, or explain countless other spellings that cannot be under-stood via the alphabetic principle (see Kirby & Bowers, 2017, for more practical illustrations of SWI).\" (p. 411)","not stated","not stated explicitly for tc1","n/a","n/a","n/a","not stated ","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","no outcome measures reported"]
["Brimo, 2016","Evaluating the Effectiveness of a Morphological Awareness Intervention.","\"Treatment focused on increasing students' awareness of affixes through oral and written activities.\" (abstract, p. 35)","listening\n\n\"Listening to the affix was provided in three activities: listening for the affix in isolated words, listening to a list of words containing the target affix and their definitions, and listening to a story with words containing the affix.\" (p. 40)","develop awareness of affixes\n\n\"Lessons focused on increasing students' awareness of affixes through oral and written activities.\" (p. 39)\nand\n\"Each lesson targeted five main purposes: listen, sort, produce, identify, and write the affix.\" (p. 39)","Other: not stated","dosage: \"The intervention was implemented across 10 weeks between February and May of the academic school year...During the intervention, the students were pulled from their classrooms 3 days each week for 25 min each day...The explicit morphological awareness intervention included 11 target lessons and 4 review lessons to teach specific inflectional and derivational affixes\" (p. 39)\n\nformat of lessons: \"The general format of the lessons included an introduction wherein the interventionist would model how to complete the activity. After the introduction, the interventionist would work with the students to complete a part of the activity and then the students worked independently to complete the rest of the activity. At the end of every lesson, a wrap-up activity was completed that included a review of the lesson. Each lesson took 2 days to complete and targeted one affix (see Table 3 for order of affixes taught).\" (p. 39)\n\norder affixes taught: \"Table 3.Lessons and Targeted Affixes\" (p. 40)\n\n\"Various activities targeted each purpose and activities rotated to keep the students engaged and motivated. Each lesson began by telling the students the purpose of the lesson and specifying the affix that would be taught that day.For example, the interventionist would say, \"Today we are learning about a suffix. Suffixes are added to words and change the word a little bit. Today, we will be learning about the -ing suffix which means the action is happening right now \" Then the interventionist would introduce the activity.\" (p. 40)\n\nFor the listening of the affix in isolated words activity, the interventionist would orally present a word and ask the students to signal by raising their hand or thumb whether they heard a word with the target affix. For the listening to a list of words and definitions activity, the interventionist would read a word with the target affix and define the word (e.g., Covering; to cover right now). The lists included 20 words. The last listening activity was a story activity where students were required to listen to a story and identify the words they heard in the story that contained the target affix. The story was read twice.\" (p. 40)\n","not stated","increasing students' awareness of affixes\n\n\"Lessons focused on increasing students' awareness of affixes through oral and written activities.\" (p. 39)","not explicitly stated for tc1","word sort activity\n\"Sorting the affix was provided in a \"word sort\" activity which required the students to sort words with and without the target affix.\" (p. 40)","identify affixes by sorting words with and without the target affix\n\n\"Each lesson targeted five main purposes: listen, sort, produce, identify, and write the affix.\" (p. 39)\n\"Sorting the affix was provided in a \"word sort\" activity which required the students to sort words with and without the target affix.\" (p. 40)","not stated ","dosage: \"The intervention was implemented across 10 weeks between February and May of the academic school year...During the intervention, the students were pulled from their classrooms 3 days each week for 25 min each day...The explicit morphological awareness intervention included 11 target lessons and 4 review lessons to teach specific inflectional and derivational affixes\" (p. 39)\n\nformat of lessons: \"The general format of the lessons included an introduction wherein the interventionist would model how to complete the activity. After the introduction, the interventionist would work with the students to complete a part of the activity and then the students worked independently to complete the rest of the activity. At the end of every lesson, a wrap-up activity was completed that included a review of the lesson. Each lesson took 2 days to complete and targeted one affix (see Table 3 for order of affixes taught).\" (p. 39)\norder affixes taught: \"Table 3.Lessons and Targeted Affixes\" (p. 40)\n\n \"Various activities targeted each purpose and activities rotated to keep the students engaged and motivated. Each lesson began by telling the students the purpose of the lesson and specifying the affix that would be taught that day.For example, the interventionist would say, \"Today we are learning about a suffix. Suffixes are added to words and change the word a little bit. Today, we will be learning about the -ing suffix which means the action is happening right now\". Then the interventionist would introduce the activity. \" (p. 40)\n\n\"Students were presented with 12 to 15 word cards. Students were encouraged to read the word and were told to identify whether it contained the affix. If the word contained an affix, the students took turns underlining the affix and placing the word card in a pile. If the word did not contain an affix, the student placed the word in another pile. Two piles were created; one for target words with the affix and one for foil words (i.e., words that did not contain an affix). When all words were sorted, the interventionist high-lighted the differences between the two piles by defining the word with the affix and then defining the word without the affix and pointing to differences in spelling of the word.\" (p. 40)","not stated","not explicitly stated for tc2","not explicitly stated for tc2","\"say it another way\" activity\n\n\"Producing the affix was provided through a \"say it another way\" activity, which required students to listen to either a definition of the word or a word containing an affix presented by the instructor and produce a word with the correct affix or define the word.\" (p. 40)","student will produce a word with the correct affix; define the word\n\n\"Each lesson targeted five main purposes: listen, sort, produce, identify, and write the affix.\" (p. 39)\n\nand\n\"Producing the affix was provided through a \"say it another way\" activity, which required students to listen to either a definition of the word or a word containing an affix presented by the instructor and produce a word with the correct affix or define the word.\" (p. 40)","not stated","dosage: \"The intervention was implemented across 10 weeks between February and May of the academic school year...During the intervention, the students were pulled from their classrooms 3 days each week for 25 min each day...The explicit morphological awareness intervention included 11 target lessons and 4 review lessons to teach specific inflectional and derivational affixes\" (p. 39)\n\n format of lessons: \"The general format of the lessons included an introduction wherein the interventionist would model how to complete the activity. After the introduction, the interventionist would work with the students to complete a part of the activity and then the students worked independently to complete the rest of the activity. At the end of every lesson, a wrap-up activity was completed that included a review of the lesson. Each lesson took 2 days to complete and targeted one affix (see Table 3 for order of affixes taught).\" (p. 39)\n\n order affixes taught: \"Table 3.Lessons and Targeted Affixes\" (p. 40)\n\n \"Various activities targeted each purpose and activities rotated to keep the students engaged and motivated. Each lesson began by telling the students the purpose of the lesson and specifying the affix that would be taught that day.For example, the interventionist would say, \"Today we are learning about a suffix. Suffixes are added to words and change the word a little bit. Today, we will be learning about the -ing suffix which means the action is happening right now.\" Then the interventionist would introduce the activity. \" (p. 40)\n\n- \"Producing the affix was provided through a 'say it another way' activity, which required students to listen to either a definition of the word or a word containing an affix presented by the instructor and produce a word with the correct affix or define the word. For example, the instructor would say, 'Say erasing another way' or 'Say to dance right now another way.' The student took turns responding by saying, 'To erase right now' or 'Dancing'.\" (p. 40)","not stated","not explicitly stated for tc3","not explicitly stated for tc3","worksheet\n\n\"Identifying and writing the affix was provided through worksheet and affix book activities.\" (p. 40)","to identify target affixes\n\n\"Each lesson targeted five main purposes: listen, sort, produce, identify, and write the affix.\" (p. 39)\n\n\"To complete work-sheets, students circled affixes in words and matched affixes to words that corresponded with a picture.\" (p. 40)","not stated","dosage: \"The intervention was implemented across 10 weeks between February and May of the academic school year...During the intervention, the students were pulled from their classrooms 3 days each week for 25 min each day...The explicit morphological awareness intervention included 11 target lessons and 4 review lessons to teach specific inflectional and derivational affixes\" (p. 39)\n\nformat of lessons: \"The general format of the lessons included an introduction wherein the interventionist would model how to complete the activity. After the introduction, the interventionist would work with the students to complete a part of the activity and then the students worked independently to complete the rest of the activity. At the end of every lesson, a wrap-up activity was completed that included a review of the lesson. Each lesson took 2 days to complete and targeted one affix (see Table 3 for order of affixes taught).\" (p. 39)\n\norder affixes taught: \"Table 3.Lessons and Targeted Affixes\" (p. 40)\n\n \"Various activities targeted each purpose and activities rotated to keep the students engaged and motivated. Each lesson began by telling the students the purpose of the lesson and specifying the affix that would be taught that day.For example, the interventionist would say, 'Today we are learning about a suffix. Suffixes are added to words and change the word a little bit. Today, we will be learning about the -ing suffix which means the action is happening right now.' Then the interventionist would introduce the activity. \" (p. 40)\n\n \"To complete work-sheets, students circled affixes in words and matched affixes to words that corresponded with a picture.\" (p. 40)","not stated","not explicitly stated for tc4","not explicitly stated for tc4","affix book activities\n\n\"Identifying and writing the affix was provided through worksheet and affix book activities.\" (p. 40)","to write the target affixes and definitions\n\n\"Each lesson targeted five main purposes: listen, sort, produce, identify, and write the affix.\" (p. 39)\n\n\"To complete the affix book activity, students cut and pasted a picture and wrote a word that corresponded to the picture with the target affix.\" (p. 40)\n\n\"The students also wrote the target affix and definition at the top of the page.\" (p. 40)","not stated","dosage: \"The intervention was implemented across 10 weeks between February and May of the academic school year...During the intervention, the students were pulled from their classrooms 3 days each week for 25 min each day...The explicit morphological awareness intervention included 11 target lessons and 4 review lessons to teach specific inflectional and derivational affixes\" (p. 39)\n\n format of lessons: \"The general format of the lessons included an introduction wherein the interventionist would model how to complete the activity. After the introduction, the interventionist would work with the students to complete a part of the activity and then the students worked independently to complete the rest of the activity. At the end of every lesson, a wrap-up activity was completed that included a review of the lesson. Each lesson took 2 days to complete and targeted one affix (see Table 3 for order of affixes taught).\" (p. 39)\n\n order affixes taught: \"Table 3.Lessons and Targeted Affixes\" (p. 40)\n\n \"Various activities targeted each purpose and activities rotated to keep the students engaged and motivated. Each lesson began by telling the students the purpose of the lesson and specifying the affix that would be taught that day.For example, the interventionist would say, 'Today we are learning about a suffix. Suffixes are added to words and change the word a little bit. Today, we will be learning about the -ing suffix which means the action is happening right now'. Then the interventionist would introduce the activity. \" (p. 40)\n\n\"To complete the affix book activity, students cut and pasted a picture and wrote a word that corresponded to the picture with the target affix. For example, students were given a picture of a boy cutting to paste in their affix book and wrote the word cut-ting. The students also wrote the target affix and definition at the top of the page.\" (p. 40)","Other: n/a","not explicitly stated for tc5","not explicitly stated for tc5","review lesson\n\n\"After three lessons were taught (total of 6 days), a review lesson was taught across 2 days.\" (p. 39)\n","to learn that words that have the same base word share the same meaning\n\n\"The secondary purpose of the review lesson was to teach a word relative activity (Wasowicz, Apel, Masterson, & Whitney, 2004) where students learned that words that have the same base word share the same meaning.\" (p. 39)\n","not stated","- dosage: \"The intervention was implemented across 10 weeks between February and May of the academic school year...During the intervention, the students were pulled from their classrooms 3 days each week for 25 min each day...The explicit morphological awareness intervention included 11 target lessons and 4 review lessons to teach specific inflectional and derivational affixes\" (p. 39)\n\n-\"After three lessons were taught (total of 6 days), a review lesson was taught across 2 days. The purpose of the review lessons was to reteach previously taught affixes. The secondary purpose of the review lesson was to teach a word relative activity (Wasowicz, Apel, Masterson, & Whitney, 2004) where students learned that words that have the same base word share the same meaning. Students participated in an activity where a base word was written on a dry erase board and students had to generate words related to the base word. For example, if students were given the base word bake, students would generate words like baking, baked, and bakes.\" (p. 39)\n\n- order affixes taught: \"Table 3.Lessons and Targeted Affixes\" (p. 40)","Other: not stated","not explicitly stated for tc6","not explicitly stated for tc6","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","outcomes were presented for the intervention as a whole - see \"Morphological Awareness Tasks. Four experimental tasks were administered to measure students' morphological awareness performance. (p. 38-39); however \"Affix identification task.The Affix identification task measured students' ability to identify affixes.\" (p. 39) could be matched to tc1 and tc2; \"Relatives task.The Relatives task measured students' ability to generate a multimorphemic word when orally presented with a base word and a cloze sentence (e.g., cry; The baby bumped his head so he ______). Students were required to use the base word provided to complete the sentence (e.g., cried).\" (p. 39) could be matched to tc3; and \"Affix identification task.The Affix identification task measured students' ability to identify affixes.\" (p. 39) and \"Spelling multimorphemic words task.The spelling task measured students' ability to encode affixes.\" (p. 39) could be matched to tc4"]
["Brinchmann et al., 2016","Lexical Quality Matters: Effects of Word Knowledge Instruction on the Language and Literacy Skills of Third- and Fourth-Grade Poor Readers","not explicitly stated","guided reading and discussion of the text\nsee \"Table 2. Description of Lesson Cycle\"","\"The goal of discussing the text was twofold: to clarify the content and to expand on the students' knowledge of the theme.\" (p. 170)","not stated ","dosage: \"The intervention program consisted of 30 sessions delivered by the participating teachers during regular school hours... The treatment group received training for approximately 60 minutes three times per week for 10 weeks\" (p. 170)\n\nfrom p. 170:\n\"Because word knowledge programs have proven most effective when instruction is embedded in meaningful contexts (Marulis & Neuman, 2013), each of these weeks consisted of a lesson cycle that revolved around a theme reflected in a short expository text (150-200 words). The texts were selected from subject areas that included Norwegian language arts, social sciences, history, and natural sciences, and covered themes such as civil protest, occupations, prehistoric animals, and recycling.\"\n\"A brief description of each day in the lesson cycle is presented in Table 2.\"\n\n\"To ensure that the texts provided a rich and meaningful context for word knowledge learning, the first day of the lesson cycle was mainly spent on reading and discussing the text. Each student had the opportunity to read a section of the text aloud while receiving feed-back from the teacher. Because the texts were relatively short, some parts usually had to be repeated to ensure that all of the students had a chance to read.\"\n\n- \"The content was clarified by discussing difficult words in the text in addition to literal questions that could be answered by searching the text. A deeper discussion of the theme was organized around open-ended questions that could not be answered by simply searching the text. Typically, these questions required the students to make inferences or draw on their own experiences to answer. Questions that could be used for discussion were avail-able in the teaching materials.\"","not stated","not explicitly stated for tc1","not explicitly stated for tc1","word knowledge activities - word sorts\n\n\"Table 3. Examples of Word Knowledge Activities. Morphological activities.\" (p. 171)","find words belonging to the same word family as the target word; find words with the same affix\n\n\"Table 3. Examples of Word Knowledge Activities. Morphological activities. Word sorts.(find words belonging to the same word family as the target word; find words with the same affix).\" (p. 171)","not stated ","dosage: \"The intervention program consisted of 30 sessions de-livered by the participating teachers during regular school hours... The treatment group received training for approximately 60 minutes three times per week for 10 weeks\" (p. 170)\n\nfrom p. 170:\n\"Because word knowledge programs have proven most effective when instruction is embedded in meaningful contexts (Marulis & Neuman, 2013), each of these weeks consisted of a lesson cycle that revolved around a theme reflected in a short expository text (150-200 words). The texts were selected from subject areas that included Norwegian language arts, social sciences, history, and natural sciences, and covered themes such as civil protest, occupations, prehistoric animals, and recycling.\"\n\"A brief description of each day in the lesson cycle is presented in Table 2.\"\n\n\"Each week, three target words were selected from the text and used as a starting point for word knowledge activities.\"\n\n\"To support the integration of form and meaning, instruction in phonological and orthographic word knowledge was incorporated as part of these activities. Instruction related to a specific morpheme, for example, included phonological and orthographic comparisons of different words containing this morpheme. To enhance the consolidation of orthographic mappings in memory, the students also engaged in repeated readings of the text on days 2 and 3 of the lesson cycle. Examples of the word knowledge activities are presented in Table 3.\"\n\nfrom p. 171:\n\"As noted previously, three target words were selected each week from a text. The selected words were targeted because they were determined to be general-purpose academic words that may be found across a variety of domains (Beck, McKeown, & Kucan, 2002). However, although the total number of target words was relatively low, the target words were used as a starting point for activities that stimulated knowledge of other word meanings as well as generative word knowledge.\"\n\n \"...the themes in the texts were also reflected in the morphological activities. For example, when the text of the week was about recycling and renewable resources, morpheme activities addressed the prefix re- and the suffix -able; when the text was about prehistoric animals, the prefix pre- was taught; and a text about civil protest was followed by work with the prefix anti- (these examples are from words and affixes that are directly translatable from Norwegian to English). The texts thus provided a semantic framework not only for the target words but also for the word parts taught in the intervention.\"\n\nfrom p. 171: \"Word sorts (find words belonging to the same word family as the target word; find words with the same affix)\" (Table 3. Examples of Word Knowledge Activities. Morphological activities. p. 171)\n\n\"Morphological activities also included working with word families (i.e., words sharing the same root as the target word) and affix families (i.e., words sharing the same affix as the target word). By including work with word families, we aimed to stimulate the students' lexical networks and increase the generalization of morpheme knowledge by providing high exemplar variability \"","not stated","not explicitly stated for tc2","not explicitly stated for tc2","word knowledge activities - word puzzle\n\n\"Table 3. Examples of Word Knowledge Activities. Morphological activities.\" (p. 171)","construct different words by combining affixes and roots; create compound words\n\n\"Table 3. Examples of Word Knowledge Activities. Morphological activities. Word puzzle (create different words by combining affixes and roots; create compound words with the target word).\" (p. 171)\nand\n\"These activities were typically word puzzles in which the students constructed different words by combining affixes and roots.\" (p. 171)","not stated","dosage: \"The intervention program consisted of 30 sessions de-livered by the participating teachers during regular school hours... The treatment group received training for approximately 60 minutes three times per week for 10 weeks\" (p. 170)\n\n\"Each week, three target words were selected from the text and used as a starting point for word knowledge activities.\"\n\n\"To support the integration of form and meaning, instruction in phonological and orthographic word knowledge was incorporated as part of these activities. Instruction related to a specific morpheme, for example, included phonological and orthographic comparisons of different words containing this morpheme. To enhance the consolidation of orthographic mappings in memory, the students also engaged in repeated readings of the text on days 2 and 3 of the lesson cycle. Examples of the word knowledge activities are presented in Table 3.\"\n\nfrom p. 171:\n\"Some of the words that were directly taught in the intervention were specifically chosen because of their morphological properties. These words were used in activities that were designed to stimulate the students' knowledge of morphological word features. Such activities were mainly directed toward derivational morphology, but some work with compounding was also included. The morphological activities were semantically oriented, meaning that reflection on how different affixes change the meaning of root words was emphasized. These activities were typically word puzzles in which the students constructed different words by combining affixes and roots. To support the learning of affixes, the creation of novel words was also encouraged. In such instances, discussion of the meaning of the new words was central\"\n\nWord puzzle (create different words by combining affixes and roots; create compound words with the target word)\" (Table 3. Examples of Word Knowledge Activities. Morphological activities.\" p. 171)","not stated","not explicitly stated for tc3","not explicitly stated for tc3","word knowledge activities - morphological problem solving\n\n (\"Table 3. Examples of Word Knowledge Activities. Morphological activities.\" p. 171)","identify the meaning of novel words by using word parts\n\n\"Morphological problem solving (identify the meaning of novel words by using word parts)\" (\"Table 3. Examples of Word Knowledge Activities. Morphological activities.\" p. 171)","not stated","dosage: \"The intervention program consisted of 30 sessions de-livered by the participating teachers during regular school hours... The treatment group received training for approximately 60 minutes three times per week for 10 weeks\" (p. 170)\n\n\"Each week, three target words were selected from the text and used as a starting point for word knowledge activities.\"\n\n\"To support the integration of form and meaning, instruction in phonological and orthographic word knowledge was incorporated as part of these activities. Instruction related to a specific morpheme, for example, included phonological and orthographic comparisons of different words containing this morpheme. To enhance the consolidation of orthographic mappings in memory, the students also engaged in repeated readings of the text on days 2 and 3 of the lesson cycle. Examples of the word knowledge activities are presented in Table 3.\"\n\nfrom p. 171:\n \"Some of the words that were directly taught in the intervention were specifically chosen because of their morphological properties. These words were used in activities that were designed to stimulate the students' knowledge of morphological word features. Such activities were mainly directed toward derivational morphology, but some work with compounding was also included. The morphological activities were semantically oriented, meaning that reflection on how different affixes change the meaning of root words was emphasized. These activities were typically word puzzles in which the students constructed different words by combining affixes and roots. To support the learning of affixes, the creation of novel words was also encouraged. In such instances, discussion of the meaning of the new words was central\"\n\n\"Morphological problem solving (identify the meaning of novel words by using word parts)\" (\"Table 3. Examples of Word Knowledge Activities. Morphological activities.\" p. 171)","not stated","not explicitly stated for tc4","not explicitly stated for tc4","word knowledge activities - cloze tasks\n\n\"Table 3. Examples of Word Knowledge Activities. Morphological activities.\" (p. 171)","not explicitly stated for cloze tasks","not stated","dosage: \"The intervention program consisted of 30 sessions de-livered by the participating teachers during regular school hours... The treatment group received training for approximately 60 minutes three times per week for 10 weeks\" (p. 170)\n\n \"Each week, three target words were selected from the text and used as a starting point for word knowledge activities.\"\n\n \"To support the integration of form and meaning, instruction in phonological and orthographic word knowledge was incorporated as part of these activities. Instruction related to a specific morpheme, for example, included phonological and orthographic comparisons of different words containing this morpheme. To enhance the consolidation of orthographic mappings in memory, the students also engaged in repeated readings of the text on days 2 and 3 of the lesson cycle. Examples of the word knowledge activities are presented in Table 3.\"\n\nfrom p. 171:\n \"Some of the words that were directly taught in the intervention were specifically chosen because of their morphological properties. These words were used in activities that were designed to stimulate the students' knowledge of morphological word features. Such activities were mainly directed toward derivational morphology, but some work with compounding was also included. The morphological activities were semantically oriented, meaning that reflection on how different affixes change the meaning of root words was emphasized. These activities were typically word puzzles in which the students constructed different words by combining affixes and roots. To support the learning of affixes, the creation of novel words was also encouraged. In such instances, discussion of the meaning of the new words was central\"\n\n \"Cloze tasks with different derivations of the target word\" (Table 3. Examples of Word Knowledge Activities. Morphological activities.\" p. 171)","not stated","not explicitly stated for tc5","not explicitly stated for tc5","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","the measure reported for morphological knowledge (p. 172) is presented for the study as a whole; it is noted however, that it matches the target of treatment for tc2"]
["Casalis & Colé, 2009","On the relationship between morphological and phonological awareness: Effects of training in kindergarten and in first-grade reading.","not stated","not explicitly stated","to produce a feminine form of words and pseudowords; to conjugate verbs and pseudoverbs in the plural form; to conjugate verbs and pseudoverbs in then in the French passé  simple (a past tense verb form); to sensitize student to the notion that words may contain more than one unit of meaning\n\n\"In this session, children were asked to produce a feminine form of words and pseudowords, to conjugate verbs and pseudoverbs in the plural form, then in the French passé  simple (a past tense verb form).\" (Appendix, p. 140)\n\n\"For example, in the third morphology session, the notion of suffix was introduced via inflectional morphology: children were asked to produce feminine forms of nouns and adjectives. Children were taught to focus their attention on the base, and then on the meaning of the affix, the idea being that this would sensitize them to the notion that words may contain more than one unit of meaning.\" (p. 123)","not stated ","dosage: \"There were twelve 30-minute training sessions each for morphological and phonological awareness. There were one or two training sessions per week, over a period of 9 weeks.\" (p. 122); \"The training programme followed a 12-session progression. Each session pursued a particular objective, with a focused activity.\" (p. 123)\n\nfrom p. 122:\n\"In order to ensure the homogeneity of the group training procedures, instructions were exhaustively detailed in a booklet which was given to each experimenter. During training, the children's errors were discussed by the experimenter, who asked all the children to give their opinions. Each group had to follow the progression exactly. If a child encountered difficulties, he/she received more explanations, without interrupting the group's work; a few minutes of each training session were specifically devoted to children who needed more explanations.\"\n\nfrom p. 123:\n\"For example, in the third morphology session, the notion of suffix was introduced via inflectional morphology: children were asked to produce feminine forms of nouns and adjectives. Children were taught to focus their attention on the base, and then on the meaning of the affix, the idea being that this would sensitize them to the notion that words may contain more than one unit of meaning.\"\n\nfrom Appendix p. 140:\n \"The third session was devoted to inflectional morphology. Although inflectional morphology has been considered to be outside the scope of the present study, it was trained in one session as a means of helping the children to establish links between words. Inflectional morphology was considered to be more familiar and easier to manipulate than derivational morphology; it may help the child to learn to focus on the suffix. In this session, children were asked to produce a feminine form of words and pseudowords, to conjugate verbs and pseudoverbs in the plural form, then in the French passe simple (a past tense verb form).\"","not stated","not explicitly stated for tc1","not explicitly stated for tc1","not explicitly stated","identify the drawing that corresponds to a word pronounced by the experimenter\n\n \"In another example, children had to choose from a set of drawings the one corresponding to a word pronounced by the experimenter...\" (p. 123)","not stated ","dosage: \"There were twelve 30-minute training sessions each for morphological and phonological awareness. There were one or two training sessions per week, over a period of 9 weeks.\" (p. 122); \"The training programme followed a 12-session progression. Each session pursued a particular objective, with a focused activity.\" (p. 123)\n\nfrom p. 122:\n\"In order to ensure the homogeneity of the group training procedures, instructions were exhaustively detailed in a booklet which was given to each experimenter. During training, the children's errors were discussed by the experimenter, who asked all the children to give their opinions. Each group had to follow the progression exactly. If a child encountered difficulties, he/she received more explanations, without interrupting the group's work; a few minutes of each training session were specifically devoted to children who needed more explanations.\"\n\nfrom p. 123:\n\"In another example, children had to choose from a set of drawings the one corresponding to a word pronounced by the experimenter; the foils shared either the base or the affix.\"\n\nfrom Appendix p. 140:\n \"In the second session, children were shown series of pictures representing words that share a morpheme (a base, then a suffixed form, jardin 'garden' and then jardinier 'gardener' for example). Children had to choose the picture that represented the word pronounced by the experimenter, and had then to justify their answers. Experimenters progressively guided the children to justify their responses by analysing words into morphemes. This took the form of a series of discussions between each child and the experimenter about the justifications given. \"","not stated","not explicitly stated for tc2","not explicitly stated for tc2","segmentation task\n\n\"In the segmentation tasks, prefixes were introduced before suffixes, since prefixes were considered both as semantically more transparent and easier to segment from a phonological point of view.\" (p. 123)","to give the root and/or the base of the word\n\n\"Children were trained to give the root (which is often not a word, but may be entirely and clearly separated from the affix without any additional operation) and then the base (this often requires more than simple suffix deletion, since the addition of one or more phonemes may be necessary in order to arrive at the smallest word in the morphological family). \" (p. 123)","not stated","dosage: \"There were twelve 30-minute training sessions each for morphological and phonological awareness. There were one or two training sessions per week, over a period of 9 weeks.\" (p. 122); \"The training programme followed a 12-session progression. Each session pursued a particular objective, with a focused activity.\" (p. 123)\n\nfrom p. 122:\n\"In order to ensure the homogeneity of the group training procedures, instructions were exhaustively detailed in a booklet which was given to each experimenter. During training, the children's errors were discussed by the experimenter, who asked all the children to give their opinions. Each group had to follow the progression exactly. If a child encountered difficulties, he/she received more explanations, without interrupting the group's work; a few minutes of each training session were specifically devoted to children who needed more explanations.\"\n\nfrom p. 123:\n\"In the segmentation tasks, prefixes were introduced before suffixes, since prefixes were considered both as semantically more trans-parent and easier to segment from a phonological point of view. Similarly, suffixes that coincided with syllables were trained before suffixes that did not (since the syllabic segmentation of a suffix may depend on the base, the same suffixes were introduced in many sessions). Children were trained to give the root (which is often not a word, but may be entirely and clearly separated from the affix without any additional operation) and then the base (this often requires more than simple suffix deletion, since the addition of one or more phonemes may be necessary in order to arrive at the smallest word in the morphological family). This was done because the children's attention was focused on phonological segmentation; and it was necessary to shift the attention to the notion of family words.\" \n\nfrom Appendix p. 140-141:\n \"Segmentation of a prefixed word: a word was pronounced by the experimenter, and the child was asked to give the two parts of the word (refaire: re faire[redo]). Nesting dolls were used in order to help the children to represent parts of words. In the segmentation task, a whole derived word was pronounced by the experimenter. Children were asked to pronounce the prefix and the base (session 4)\n \"Segmentation of a suffixed word: given the phonological structure of the suffix (beginning with a vowel, which necessitates intrasyllabic merging at the end of the base), the task involving segmentation into base suffix was introduced relatively late, compared with prefix base segmentation. The first session including segmenting a suffixed word (session 8), involving only items that maintain the phonological transparency of the base in the suffixed word. In the last session (session12) the task proposed was more complicated, since it included silent final consonants (blancheur/blanc 'whiteness/white'), denasalized forms (maison/maisonnette 'house') and allormorphic forms (clarte/clair 'clarity/clear').\"\n\"Identification of the base in three derived forms (sessions 6, 7 and 12):the notion of a word family was presented. Children were taught that a 'mother' (the base form) may have many children (the derived forms).The experimenter asked the children to pronounce the name of the mother (the base form), and to give the names of her children (the derived forms). Thus, for example, children should call the mother colle 'glue' if the words pronounced are collage, decoller, recoller 'collage, unglue, reglue'). There was a progression in the items from sessions 6 to7, with the introduction of a phonological change from the base to the derived forms progressively more complex forms were introduced (the children had to add or remove a phoneme, or manipulate allomorphic forms, etc.).\"\n\"Judgement of morphological structure (sessions 8 and 9): in this task, the children were asked to say whether a word could be segmented into morphemic parts or not. Words containing pseudoaffixes were introduced. The children were asked to justify their responses, and discussionwith all the participants was conducted. In session 8, only transparent forms were used; in session 9, both denasalization (jardinier [the -in syllable of the base is denasalized] / jardin [final -in nasalized] 'gardener/garden') and allomorphic forms were used. In both sessions there were pitfalls: half the items could not be segmented from a morphological point of view (e.g., couleur 'colour')\"","not stated","not explicitly stated for tc3","not explicitly stated for tc3","fusion tasks\n\n\"For fusion tasks, which alternated with segmentation tasks, the same rationale was applied: children were asked first to merge prefix and base, then root and suffix, then base and suffix.\" (p. 123)","children will merge prefix and base, then root and suffix, then base and suffix\n\n\"For fusion tasks, which alternated with segmentation tasks, the same rationale was applied: children were asked first to merge prefix and base, then root and suffix, then base and suffix.\" (p. 123)","not stated","dosage: \"There were twelve 30-minute training sessions each for morphological and phonological awareness. There were one or two training sessions per week, over a period of 9 weeks.\" (p. 121); \"The training programme followed a 12-session progression. Each session pursued a particular objective, with a focused activity.\" (p. 122)\n\nfrom p. 122:\n\"In order to ensure the homogeneity of the group training procedures, instructions were exhaustively detailed in a booklet which was given to each experimenter. During training, the children's errors were discussed by the experimenter, who asked all the children to give their opinions. Each group had to follow the progression exactly. If a child encountered difficulties, he/she received more explanations, without interrupting the group's work; a few minutes of each training session were specifically devoted to children who needed more explanations.\"\n\nfrom p. 123: \"For fusion tasks, which alternated with segmentation tasks, the same rationale was applied: children were asked first to merge prefix and base, then root and suffix, then base and suffix. The fusion of base and suffix necessitates a phonological segmentation operation (involving the final phoneme of the base), so that the suffix can be added. This method was adopted to encourage the children to focus their attention on the manipulation of meaning units, and not only on phonological strings.\"\n\nfrom Appendix p. 140-142:\n \"Merging morphemes: nesting dolls were used in the fourth session, in which the children had to manipulate prefixed verb forms. The top of the doll represented the prefix (re), the bottom half represented the verb (prendre), and the whole doll reprendre 'to take back'. The phono-logical constraints were very limited in these first merging exercises:prefixes were limited to one syllable, and there was no phonological change in the base form when pronounced in the derived form. In session 5, the children were asked to produce a derived form with two parts, a verb and a suffix; again the nesting dolls were used to help to visualize the process. In this exercise, the subjects had to remove part of the verb to obtain the base before adding the suffix: (chanter 'to sing', -er [infinitive ending] -eur [agent suffix] becomes chanteur 'singer').The infinitive verb form was given (and not only the base) in order to illustrate the links between complete forms of words belonging to th esame morphological family.\"","not stated","not explicitly stated for tc4","not explicitly stated for tc4","Derivation tasks\n\n\"Pseudoword derivation tasks were proposed during the final sessions, in order to focus on affix manipulation, independently of known whole-word meaning. For the morphological training phase, game activities were proposed, and no written symbols were used.\" (p. 123)","to produce derived forms in a sentence context and at word level\n\n\"Derivation: the children were asked to produce derived forms in a sentence context\" and \"Retrieval of the base in a derived form: a derived word (suffixed) was pronounced by the experimenter. Children were asked to pronounce the base form\" and \"Production of derived forms without context (session 10): the children were asked to produce derived forms, given a pronounced base.\" and \"Children were asked to pronounce the name of her 'children', that is, the derived forms.\" (Appendix, p. 141-142)","not stated","dosage: \"There were twelve 30-minute training sessions each for morphological and phonological awareness. There were one or two training sessions per week, over a period of 9 weeks.\" (p. 121); \"The training programme followed a 12-session progression. Each session pursued a particular objective, with a focused activity.\" (p. 122)\n\nfrom p. 122:\n\"In order to ensure the homogeneity of the group training procedures, instructions were exhaustively detailed in a booklet which was given to each experimenter. During training, the children's errors were discussed by the experimenter, who asked all the children to give their opinions. Each group had to follow the progression exactly. If a child encountered difficulties, he/she received more explanations, without interrupting the group's work; a few minutes of each training session were specifically devoted to children who needed more explanations.\"\n\n\"For the morphological training phase, game activities were proposed, and no written symbols were used.\" (p. 123)\n\nfrom appendix (p. 141-142)\n \"Derivation: the children were asked to produce derived forms in a sentence context: on cueille les poires sur un ...(poirier) 'pears come from ... (pear trees'; the sentence in French has an active, transitive structure, and the target word is a suffixed form of a noun in the cue.\"\n \"Retrieval of the base in a derived form: a derived word (suffixed) was pronounced by the experimenter. Children were asked to pronounce the base form\"\n \"Production of derived forms given a base (session 7): as in the preceding exercise, the analogy with mother and children, illustrating the notion of word family, was used here. The children were taught the name of the \"mother\" (the base form). Children were asked to pronounce the name of her 'children', that is, the derived forms.\"\n\"Choose the suffixed form given the base (session 9): the experimenter gave the name of the parent word, and three other words. Children were asked to choose the 'child' (the derived form) of the parent word. For example, for the parent word chat 'cat', the three word candidates were chaton 'kitten' (the correct choice), chien 'dog' (a semantic foil) and chateau 'castle' (a formal/phonological foil). After giving his/herresponse, the child was asked to explain and justify it. In the training examples, the explanation was presented as a sentence including both the base and derived form (the child is chaton, because the chatonis a little chat).\"\n \"Production of derived forms without context (session 10): the children were asked to produce derived forms, given a pronounced base. They were then asked to pronounce the affix (prefix or suffix) separately and to explain the meaning of the complex word and the affix.\"\n- \"Affixation of pseudowords in sentence context (sessions 11‚ 12) the children had to pronounce a derived form of a pseudoword inserted in a sentence: to ploss again is replosser.\"","not stated","not explicitly stated for tc5","not explicitly stated for tc5","not explicitly stated\n\n\"In the first session, children were trained to isolate a word from its determiner, to segment a sentence into words, and to reverse the order of words in a compound noun.\" (Appendix, p. 140)","to isolate a word from its determiner, to segment a sentence into words, and to reverse the order of words in a compound noun\n\n\"In the first session, children were trained to isolate a word from its determiner, to segment a sentence into words, and to reverse the order of words in a compound noun.\" (Appendix, p. 140)","not stated","\"In the first session, children were trained to isolate a word from its determiner, to segment a sentence into words, and to reverse the order of words in a compound noun.\" (Appendix, p. 140)\n\ndosage: \"There were twelve 30-minute training sessions each for morphological and phonological awareness. There were one or two training sessions per week, over a period of 9 weeks.\" (p. 121); \"The training programme followed a 12-session progression. Each session pursued a particular objective, with a focused activity.\" (p. 122)\n\nfrom p. 122:\n\"In order to ensure the homogeneity of the group training procedures, instructions were exhaustively detailed in a booklet which was given to each experimenter. During training, the children's errors were discussed by the experimenter, who asked all the children to give their opinions. Each group had to follow the progression exactly. If a child encountered difficulties, he/she received more explanations, without interrupting the group's work; a few minutes of each training session were specifically devoted to children who needed more explanations.\"","not stated","not explicitly stated for tc6","not explicitly stated for tc6","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a ","not stated","n/a","not stated","n/a","n/a","the outcome measures reported for morphological awareness (see p. 124-125) are presented for the study as a whole; it is noted for example, that the morphemic segmentation task could be matched to the target of treatment for tc3; the derivation in a sentence context could be matched to tc5; the inflectional task could be matched to tc1 or tc5"]
["Chung et al., 2021","The effects of bilingual reading program on Chinese children from low socioeconomic status families","to foster children's ability to combine morphemes to produce new words and meanings as well as discriminate among words with the same homophones\n\n\"The core intervention components included (a) Chinese morphological awareness focused on fostering children's ability to combine morphemes to produce new words and meanings as well as discriminate among words with the same homophones... \" (p. 6)","Chinese lesson: Circus themed role play turntable game\n\n\"For instance, children played a Circus themed role play turntable game, with a fixed morpheme, such as [車, car], the turning wheel would stop on a variety of different pictures (e.g., animal, toy) to form a word with the fixed morpheme.\" (p. 6)","to draw children's attention to the morpheme structure and enhance children's abilities to combine familiar spoken morphemes to make new meanings\n\n\"To take one Chinese lesson on morphological awareness as an example, class activities and work-sheets were designed to draw children's attention to the morpheme structure and enhance children's abilities to combine familiar spoken morphemes to make new meanings.\" (p. 6)","not stated ","from \" (p. 6)\n\"...consisted of 18 and 12 lessons for Chinese and English, respectively. \n \"Children were taught in Cantonese. \n \"The duration of this program was 15 weeks with 30-minute lessons. \n \"The two project team teachers delivered two lessons per week to the intervention group's children in their own schools\n\n \"... the Chinese unit was designed with one integrated theme of \"Happy Circus\"\n\"To take one Chinese lesson on morphological awareness as an example, class activities and work-sheets were designed to draw children's attention to the morpheme structure and enhance children's abilities to combine familiar spoken morphemes to make new meanings \n\"The teacher began with class games through the introduction of orally presented compound words sharing the same morpheme. \n \"For instance, children played a Circus themed role play turntable game, with a fixed morpheme, such as [車, car], the turning wheel would stop on a variety of different pictures (e.g., animal, toy) to form a word with the fixed morpheme. If the car stopped on a picture of animal, then the newly formed word would be [動物車, animal car]. \n\n\"The teachers then explained to children that these words shared a common morpheme and were semantically related to each other. \n \"Various morphemes in character forms (e.g., [__車, __ car]) were presented to children who were then asked to generate new words with the target morpheme (e.g., [動物車, animal car] and [玩具車, toy car]).\"","not stated","enhance children's abilities to combine familiar spoken morphemes to make new meanings\n\n\"To take one Chinese lesson on morphological awareness as an example, class activities and work-sheets were designed to draw children's attention to the morpheme structure and enhance children's abilities to combine familiar spoken morphemes to make new meanings.\" (p. 6)","\"Measures. Chinese Morphological Awareness. A lexical compounding measure, which was used in previous studies (e.g., McBride-Chang et al., 2003), was employed to assess children's morphological awareness. This measure included 48 items. A short scenario was orally presented to children before they were asked to construct new words for the newly presented concepts or objects based on the scenario.\" (p. 7)","n/a","n/a","not stated ","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a","n/a"]
["Claravall, 2013","Using Morphology Instruction in Special Education: A Teacher Research Study","to build word reading strategies and fluency within the context of meaningful reading\n\n\"The overall goal of teaching morphology is to provide students the strategies to problem solve complex words within a continuous text. Teaching morphology is not just a discrete lesson, but also helps students build word reading strategies and fluency within the context of meaningful reading.\" (p. 12)\n\nand \n\nto develop students' awareness of word structure and to provide a schema for them to use when analyzing complex multisyllabic words\n\n\"The ultimate goal of this poetry lesson is to develop students' awareness of word structure and to provide a schema for them to use when analyzing complex multisyllabic words in a text\" (p. 13)","classroom talk on morphology\n\n\"Classroom Talk on Morphology. ... The explicit discussion on word structure (i.e., classroom talk on morphology) provided a venue for my students to verbalize their understanding of morphological concepts when analyzing multisyllabic words.\" (p. 7)","to verbalize understanding of morphological concepts when analyzing multisyllabic words\n\n\"The explicit discussion on word structure (i.e., classroom talk on morphology) provided a venue for my students to verbalize their understanding of morphological concepts when analyzing multisyllabic words.\" (p. 7)","not stated ","\"The conversation on morphology went beyond the dedicated time for language arts. For example, upon returning from his mainstream class, a student, I will call Michael, was excited to show me the word plantation in his social studies text and he engaged in an informal discussion about this. Previously, we had studied the suffix \"ion\" in our spelling lesson. Armed with the morphological knowledge, Michael broke down this morphologically complex word into meaningful units in order to understand the word.\" (p. 9)\n\n\"More formal classroom talk focused on explicit discussion surrounding morphological concepts - inflectional morphemes, prefixes, suffixes, base words and root words.\"\n \"When I restated Nina's answer, she used my sentence as a model to answer my second question, in which she replied, \"It's a group of letters that we put at the end of the word.\" This is a good example of how teachers might implicitly model sentence structure in classroom discourse.\" (p. 9)\n\n \"Frontloading of morphological terms. Students need to hear and say the words like morphology, derivative, compound words, prefix, suffix, base word, inflections multiple times to equip them with precise vocabulary terms when developing morphological awareness and problem solving unknown words.\" (p. 11)","not stated","not explicitly stated for tc1","n/a","poetry lesson - read aloud\n\n\"Read Aloud. As you recite the poem, pay attention to the metaphors and the sensory images the poet creates. Invite students to talk about the meaning of the poem.\" (p. 13)","to develop students' awareness of word structure and to provide a schema for them to use when analyzing complex multisyllabic words in a text\n\n\"The ultimate goal of this poetry lesson is to develop students' awareness of word structure and to provide a schema for them to use when analyzing complex multisyllabic words in a text.\" (p. 13)","not stated ","\"Read Aloud. As you recite the poem, pay attention to the metaphors and the sensory images the poet creates. Invite students to talk about the meaning of the poem.\" (p. 13)\n\n\"It is assumed that the students have already learned the meaning of the terms prefix, suffix, and base word when using these protocols. Furthermore, a mini-lesson on poetry is necessary before implementing these protocols. Each student will have a copy of the selected poem.\" (p. 13)\n\n \"The following are the poems I used for my morphology lessons: 1. Spring and All by William Carlos William (Sword & McCarthy, 1995) 2.Fog by Carl Sandburg (Sword &McCarthy, 1995) 3.Rain Song by Langston Hughes(Hughes, 1960) 4.I'm the Single Most Wonderful Person I know by Jack Prelutsky (Prelutsky, 1984) 5. I love the Look of Words by Maya Angelou (Feelings, 1993) 6.Spring Equinox by Peter Blue Cloud (Sword & McCarthy, 1995.\" (p. 14-15)","not stated","not explicitly stated for tc2","n/a","poetry lesson - Shared Poetry Reading\n\n\"Shared Poetry Reading. You and your students read the poem together aloud. Pay attention to the tone and cadence.\" (p. 14)","to develop students' awareness of word structure and to provide a schema for them to use when analyzing complex multisyllabic words in a text\n\n\"The ultimate goal of this poetry lesson is to develop students' awareness of word structure and to provide a schema for them to use when analyzing complex multisyllabic words in a text.\" (p. 13)","not stated","\"Shared Poetry Reading. You and your students read the poem together aloud. Pay attention to the tone and cadence.\" (p. 14)\n\n\"It is assumed that the students have already learned the meaning of the terms prefix, suffix, and base word when using these protocols. Furthermore, a mini-lesson on poetry is necessary before implementing these protocols. Each student will have a copy of the selected poem.\" (p. 13)\n\n \"The following are the poems I used for my morphology lessons: 1. Spring and All by William Carlos William (Sword & McCarthy, 1995) 2.Fog by Carl Sandburg. (Sword &McCarthy, 1995) 3.Rain Song by Langston Hughes (Hughes, 1960) 4.I'm the Single Most Wonderful Person I know by Jack Prelutsky (Prelutsky, 1984) 5.I love the Look of Words by Maya Angelou (Feelings, 1993) 6.Spring Equinox by Peter Blue Cloud (Sword & McCarthy, 1995.\" (p. 14-15)","not stated","not explicitly stated for tc3","n/a","poetry lesson - Schema Building\n\n\"Schema Building. Introduce a morphology structure (e.g., prefix+ base word+ suffix)and give two examples that fit with the schema. Ask students to think of some words that have similar morphological structure. You write this down on a chart paper.\" (p. 14)","to develop students' awareness of word structure and to provide a schema for them to use when analyzing complex multisyllabic words in a text\n\n\"The ultimate goal of this poetry lesson is to develop students' awareness of word structure and to provide a schema for them to use when analyzing complex multisyllabic words in a text.\" (p. 13)","not stated","\"Schema Building. Introduce a morphology structure (e.g., prefix+ base word+ suffix)and give two examples that fit with the schema. Ask students to think of some words that have similar morphological structure. You write this down on a chart paper.\" (p. 14)\n\n\"It is assumed that the students have already learned the meaning of the terms prefix, suffix, and base word when using these protocols. Furthermore, a mini-lesson on poetry is necessary before implementing these protocols. Each student will have a copy of the selected poem.\" (p. 13)\n\n \"The following are the poems I used for my morphology lessons: 1. Spring and All by William Carlos William (Sword & McCarthy, 1995) 2.Fog by Carl Sandburg (Sword &McCarthy, 1995) 3.Rain Song by Langston Hughes (Hughes, 1960) 4.I'm the Single Most Wonderful Person I know by Jack Prelutsky (Prelutsky, 1984) 5.I love the Look of Words by Maya Angelou (Feelings, 1993) 6.Spring Equinox by Peter Blue Cloud (Sword & McCarthy, 1995.\" (p. 14-15)","not stated","not explicitly stated for tc4","n/a","poetry lesson - Paired-Reading\n\n\"Paired-Reading. Tell the students to turn to their seatmate and read the poem together. Encourage them to help each other decoding difficult words. If both students have difficulty identifying the words in the poem tell students to ask the teacher.\" (p. 14)","to develop students' awareness of word structure and to provide a schema for them to use when analyzing complex multisyllabic words in a text\n\n\"The ultimate goal of this poetry lesson is to develop students' awareness of word structure and to provide a schema for them to use when analyzing complex multisyllabic words in a text.\" (p. 13)","not stated","\"Paired-Reading. Tell the students to turn to their seatmate and read the poem together. Encourage them to help each other decoding difficult words. If both students have difficulty identifying the words in the poem tell students to ask the teacher.\" (p. 14)\n\n\"It is assumed that the students have already learned the meaning of the terms prefix, suffix, and base word when using these protocols. Furthermore, a mini-lesson on poetry is necessary before implementing these protocols. Each student will have a copy of the selected poem.\" (p. 13)\n\n \"The following are the poems I used for my morphology lessons: 1. Spring and All by William Carlos William. (Sword & McCarthy, 1995)2.Fog by Carl Sandburg (Sword &McCarthy, 1995) 3.Rain Song by Langston Hughes (Hughes, 1960) 4.I'm the Single Most Wonderful Person I know by Jack Prelutsky (Prelutsky, 1984) 5.I love the Look of Words by Maya Angelou (Feelings, 1993) 6.Spring Equinox by Peter Blue Cloud (Sword & McCarthy, 1995.\" (p. 14-15)","not stated","not explicitly stated for tc5","n/a","poetry lesson - Morphology Sharing\n\n\"Morphology Sharing. Continue with the pair, tell the students to find some words in the poem that fits with the morphology structure that has just been presented. Highlight these words using a highlighter pen.\" (p. 14)","to develop students' awareness of word structure and to provide a schema for them to use when analyzing complex multisyllabic words in a text\n\n\"The ultimate goal of this poetry lesson is to develop students' awareness of word structure and to provide a schema for them to use when analyzing complex multisyllabic words in a text.\" (p. 13)","not stated","\"Morphology Sharing. Continue with the pair, tell the students to find some words in the poem that fits with the morphology structure that has just been presented. Highlight these words using a highlighter pen.\" (p. 14)\n\n\"It is assumed that the students have already learned the meaning of the terms prefix, suffix, and base word when using these protocols. Furthermore, a mini-lesson on poetry is necessary before implementing these protocols. Each student will have a copy of the selected poem.\" (p. 13)\n\n \"The following are the poems I used for my morphology lessons: 1. Spring and All by William Carlos William (Sword & McCarthy, 1995) 2.Fog by Carl Sandburg (Sword &McCarthy, 1995) 3.Rain Song by Langston Hughes (Hughes, 1960) 4.I'm the Single Most Wonderful Person I know by Jack Prelutsky (Prelutsky, 1984) 5.I love the Look of Words by Maya Angelou (Feelings, 1993) 6.Spring Equinox by Peter Blue Cloud (Sword & McCarthy, 1995.\" (p. 14-15)","not stated","not explicitly stated for tc6","n/a","n/a - treatment component that follows is for aim 1 stated above","tc7\npoetry lesson - Independent Writing\n\n\"Independent Writing. Using the highlighted words from the poem, the students write one sentence summary of the poem.\" (p. 14)","to develop students' awareness of word structure and to provide a schema for them to use when analyzing complex multisyllabic words in a text\n\n\"The ultimate goal of this poetry lesson is to develop students' awareness of word structure and to provide a schema for them to use when analyzing complex multisyllabic words in a text.\" (p. 13)","not stated","\"Independent Writing. Using the highlighted words from the poem, the students write one sentence summary of the poem.\" (p. 14)\n\n\"It is assumed that the students have already learned the meaning of the terms prefix, suffix, and base word when using these protocols. Furthermore, a mini-lesson on poetry is necessary before implementing these protocols. Each student will have a copy of the selected poem.\" (p. 13)\n\n \"The following are the poems I used for my morphology lessons: 1. Spring and All by William Carlos William (Sword & McCarthy, 1995)2.Fog by Carl Sandburg (Sword &McCarthy, 1995) 3.Rain Song by Langston Hughes (Hughes, 1960) 4.I'm the Single Most Wonderful Person I know by Jack Prelutsky (Prelutsky, 1984) 5.I love the Look of Words by Maya Angelou (Feelings, 1993) 6.Spring Equinox by Peter Blue Cloud (Sword & McCarthy, 1995.\" (p. 14-15)","not stated","not explicitly stated for tc7","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","no outcome measures"]
["Claravall, 2016","Integrating Morphological Knowledge in Literacy Instruction: Framework and Principles to Guide Special Education Teachers","learning to identify, spell, and understand morphologically complex words\n\n\"Students learn to break down words into smaller and meaningful morphemes (i.e., decomposition) when reading, or they learn to use their morphological knowledge to produce morphologically complex words (i.e., word construction) when writing. Using these two analytic processes, decomposition and word construction, provides the foundational skills in learning to identify, spell, and understand morphologically complex words.\" (p. 196)","n/a","n/a","not stated ","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated ","n/a","Other: not stated","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","treatment components and other relevant data points as per RTSS definitions are not observed as manifest content for extraction; an actual intervention is not systematically described\n\nfurthermore, the examples for the \"Principles of Teaching Morphology\" section are for 4th and 5th grade students - see \"Morphology. To help Ms. Gonzalez address the needs of her fourth- and fifth-grade students in decoding, spelling, and understanding morphologically complex words, she can apply five principles for integrating morphology instruction within language arts\" (p. 197)"]
["Collins & Wolter, 2019","Morphological Awareness Strategies to Promote Academic Success at Tier 1 Through Interprofessional Collaboration.","language success, success across academic core curriculum and standards\n\n\"The purpose of this article is to provide SLPs an inter-professional model for providing quality classroom-based language‚ literacy instruction that facilitates language success for children with language, literacy deficits using a morphological awareness strategy approach. A focus on morphological awareness strategies was selected for instruction because knowledge of morphology helps children to spell, decode, and comprehend new words, and, as such, provides an ideal medium to help facilitate classroom success across academic core curriculum and standards.\" (p. 782)","\"Week 1: Deconstructing Multimorphemic Words\" (p. 785)\n\n\"The SLP and the teacher co-taught a mini-lesson on 'word parts'. Together, they explained that many words can be broken down into smaller word parts. Compound words, such as cowboy and toothbrush, were introduced, and students were instructed to identify the word parts.\" (p. 785)","identify the roots and affixes in words and the meanings of each morpheme\n\n\"Compound words, such as cowboy and toothbrush, were introduced, and students were instructed to identify the word parts.\" (p. 785)\n\nand\n\"He guided the students in identifying the roots and affixes of each word and assisted them in identifying the meanings of each morpheme.\" (p. 785)","not stated ","dosage:\n\"The following is a model of SLP-teacher interprofessional morphological awareness approach that was designed for implementation across 8 weeks in a classroom setting that included a focus on word study and writing.\" (p. 784)\n\n\"The SLP and teacher presented the morphological awareness strategies to the whole class once weekly in a 1-hr session, and the teacher promoted generalization of these newly learned strategies throughout the rest of each week.\" (p. 784)\n\nfrom p. 785:\n \"Each session began with a mini-lesson presented to the whole class by the SLP and teacher using a team-teaching approach, and activities were presented using Pearson and Gallagher's (1983) Gradual Release of Responsibility method (i.e., I do/We do/You do). The SLP taught from her area of expertise, instruction targeting morphological awareness, and the teacher taught from his, the reading and writing curriculum used in the classroom. The teacher and the SLP then provided a brief summary of the activity just completed by the class with input from the students.\"\n \"After each mini-lesson was presented (I do) and summarized with the students (We do), the class was instructed to attempt to work on the lesson independently or in pairs (You do).During this last portion of each session, students often required further explanation of the presented activities or a repetition of the instructions. At this point, the teacher and SLP engaged in an alternative teaching approach in which the teacher would respond to general questions to the majority of the students, and the SLP would focus on assist-ing the students demonstrating the most difficulty with the language demands of the task. A theme was chosen as away to provide structure, continuity, motivation, and a contextualized purpose for the morphological awareness strategy development. The theme and purpose selected for this writ-ing project was to create a visitor's guide for a fictional city.\"\n\nfrom p. 785:\n \"The SLP and the teacher co-taught a mini-lesson on \"word parts\". Together, they explained that many words can be broken down into smaller word parts. Compound words, such as cowboy and toothbrush, were introduced, and students were instructed to identify the word parts. Compound words, such as cowboy and toothbrush, were introduced, and students were instructed to identify the word parts. Next, the teacher and SLP further explained that some word parts could not stand alone, even though they added meaning to the word. Words containing Latin or Greek roots plus affixes, such as portable and revise, were presented, and students were guided in identifying the word parts. Students typically identified the affixes immediately, but needed assistance identifying the word roots (e.g., port-,vis-). After guiding the class through several examples, each student was given an index card with a Latin or Greek word root written on it, along with a very brief definition. For example, one student was given a card with the Greek root cycle and the accompanying definition of round or wheel. Students were instructed to think of words they already knew that contained that word root (e.g., bicycle, recycle). Students were also encouraged to discuss their word roots with their seatmates and write any identified words in their writing journals. The teacher and SLP checked with students throughout the room and scaffolded students' responses as needed, including focused attention with those students with language‚ literacy challenges who were on the SLP's caseload. The teacher extended this activity during the remainder of the week by presenting the students with affixed words containing Latin and Greek roots using a word list provided by the SLp. He guided the students in identifying the roots and affixes of each word and assisted them in identifying the meanings of each morpheme. Table 1 illustrates how these multimorphemic words were broken down into individual morphemes and defined by the students in their writing journals.\n\n examples of deconstructed multimorphemic words are provided - see \"Table 1. Deconstructing and defining multimorphemic words\" (p. 786)","not stated","not explicitly stated for tc1","n/a","Creating multimorphemic words\n\n\"Week 2: Creating Multimorphemic Words\" (p. 785)","generate multimorphemic words and their own sentences to describe their fictional cities\n\n\"Students were instructed to combine the Latin orGreek root they were given the previous week with the word ending -opolis to create a fictional city on a graphic organizer supplied by the SLp. For example, the root cycle was combined with the word ending -opolis to create the fictional city of Cyclopolis. The SLP and teacher then told students to return to the wordlists containing their roots they generated the previous week in their writing journals. They explained that students should select at least three of those words to write a description of their fictional city on their graphic organizers.\" (p. 785)","not stated ","dosage:\n\"The following is a model of SLP-teacher interprofessional morphological awareness approach that was designed for implementation across 8 weeks in a classroom setting that included a focus on word study and writing.\" (p. 784)\n\n\"The SLP and teacher presented the morphological awareness strategies to the whole class once weekly in a 1-hr session, and the teacher promoted generalization of these newly learned strategies throughout the rest of each week.\" (p. 784)\n\nfrom p. 785:\n \"Each session began with a mini-lesson presented to the whole class by the SLP and teacher using a team-teaching approach, and activities were presented using Pearson and Gallagher's (1983) Gradual Release of Responsibility method (i.e.,I do/We do/You do). The SLP taught from her area of expertise, instruction targeting morphological awareness, and the teacher taught from his, the reading and writing curriculum used in the classroom. The teacher and the SLP then provided a brief summary of the activity just completed by the class with input from the students.\"\n \"After each mini-lesson was presented (I do) and summarized with the students (We do), the class was instructed to attempt to work on the lesson independently or in pairs (You do).During this last portion of each session, students often required further explanation of the presented activities or a repetition of the instructions. At this point, the teacher and SLP engaged in an alternative teaching approach in which the teacher would respond to general questions to the majority of the students, and the SLP would focus on assist-ing the students demonstrating the most difficulty with the language demands of the task. A theme was chosen as away to provide structure, continuity, motivation, and a contextualized purpose for the morphological awareness strategy development. The theme and purpose selected for this writ-ing project was to create a visitor's guide for a fictional city.\"\n\n \"This activity began by introducing the Greek root-opolis. Students were instructed to combine the Latin or Greek root they were given the previous week with the word ending -opolis to create a fictional city on a graphic organizer supplied by the SLp. For example, the root cycle was combined with the word ending -opolis to create the fictional city of Cyclopolis. The SLP and teacher then told students to return to the word lists containing their roots they generated the previous week in their writing journals. They explained that students should select at least three of those words to write a description of their fictional city on their graphic organizers.\"\n \"The teacher encouraged students to discuss ideas with their seatmates and generate their own sentences to describe their fictional cities. The teacher extended this activity during the remainder of the week by directing the students to think of more words derived from their Latin or Greek root and creating sentences to add to their city descriptions.\"","not stated","not explicitly stated for tc2","n/a","\"Week 3: Create a Morpheme Wall\" (p. 785)","identify the word root and meaning of the root, and generate a representative image of the root\n\n\"Once the word root, the meaning of the root, and a representative image were included on each index card, these cards were posted to a bulletin board to create a 'morpheme wall\" (p. 785)","not stated","dosage:\n\"The following is a model of SLP-teacher interprofessional morphological awareness approach that was designed for implementation across 8 weeks in a classroom setting that included a focus on word study and writing.\" (p. 784)\n\n\"The SLP and teacher presented the morphological awareness strategies to the whole class once weekly in a 1-hr session, and the teacher promoted generalization of these newly learned strategies throughout the rest of each week.\" (p. 784)\n\nfrom p. 785:\n \"Each session began with a mini-lesson presented to the whole class by the SLP and teacher using a team-teaching approach, and activities were presented using Pearson and Gallagher's (1983) Gradual Release of Responsibility method (i.e.,I do/We do/You do). The SLP taught from her area of expertise, instruction targeting morphological awareness, and the teacher taught from his, the reading and writing curriculum used in the classroom. The teacher and the SLP then provided a brief summary of the activity just completed by the class with input from the students.\"\n \"After each mini-lesson was presented (I do) and summarized with the students (We do), the class was instructed to attempt to work on the lesson independently or in pairs (You do).During this last portion of each session, students often required further explanation of the presented activities or a repetition of the instructions. At this point, the teacher and SLP engaged in an alternative teaching approach in which the teacher would respond to general questions to the majority of the students, and the SLP would focus on assist-ing the students demonstrating the most difficulty with the language demands of the task. A theme was chosen as away to provide structure, continuity, motivation, and a contextualized purpose for the morphological awareness strategy development. The theme and purpose selected for this writ-ing project was to create a visitor's guide for a fictional city.\"\n\nfrom p. 785-786:\n \"The teacher and SLP explained that students would be creating a symbol for their fictional cities' flags. TheSLP distributed graphic organizers to the students on which a picture of a blank flag was pictured. These graphic organizers provided students an opportunity to experiment with possible images to represent the word root with feedbackfrom the SLP and teacher to ensure the true Latin or Greek root meaning was understood. For example, a student with the root photo who drew a photograph as his symbol was redirected to the meaning of that word root (light). The SLP scaffolded his response by asking guiding questions, such as, \"what is an image that makes you think of light?\" Given this guidance, the student could more likely conjure an image of the sun. After students' images were approved, the teacher instructed them to draw their images on their index cards. Once the word root, the meaning of the root, and a representative image were included on each index card, these cards were posted to a bulletin board to create a \"morpheme wall\". Images were added to provide pictorial support to aide in the quick, incidental comprehension of the word roots. The SLP demonstrated how to add words derived from the roots to the morpheme wall (see Figure 1).Once students demonstrated an understanding of the task, the SLP described the following procedure for adding words to the morpheme wall. First, students were directed to raise their hands to indicate they had a word to add. Next, they would share the word with the teacher. If it was truly derived from the root, the teacher would ask where this word was encountered. The teacher and SLP prepared strips of color-coded cardstock to represent the content area in which students might encounter multimorphemic words (e.g., yellow for science, green for English LanguageArts, orange for math, and pink for 'other') and presented the student with the appropriate strip on which to write his word. The teacher would then instruct the student topost his word to the morpheme wall next to its root (see Figure 2).If it was not derived from the root (e.g., the students hared the word trigger thinking that it was derived from the root tri-), the teacher would explain that it was a false derivative. The SLP redirected the student's focus to the meaning of the root and away from the orthographic representation. For example, \"Although we see the letters T-R-Iin trigger, does trigger have anything to do with three?\". The teacher extended this activity by explaining that a portion of each class would be devoted to adding words to the \"roots wall\" (i.e., morpheme wall). The teacher also increased students' motivation to participate by adding incentives and rewards for the number of words added (e.g., the incentive of a 'pajama day' once 50 words were added).","not stated","not explicitly stated for tc3","n/a","generating word lists\n\n\"Week 4: Semantic Relationships The teacher and SLP presented students with a graphic organizer on which they generated two word lists.\" (p. 786)\n","derive words from their root word; and identify words that are similar in meaning to the root word\n\n\"The SLP instructed students to list words derived from their word root in the first column and to list words that are similar in meaning to their word root but are not derivatives of that root in the second column.\" (p. 786)","not stated","dosage:\n\"The following is a model of SLP-teacher interprofessional morphological awareness approach that was designed for implementation across 8 weeks in a classroom setting that included a focus on word study and writing.\" (p. 784)\n\n\"The SLP and teacher presented the morphological awareness strategies to the whole class once weekly in a 1-hr session, and the teacher promoted generalization of these newly learned strategies throughout the rest of each week.\" (p. 784)\n\nfrom p. 785:\n \"Each session began with a mini-lesson presented to the whole class by the SLP and teacher using a team-teaching approach, and activities were presented using Pearson and Gallagher's (1983) Gradual Release of Responsibility method (i.e.,I do/We do/You do). The SLP taught from her area of expertise, instruction targeting morphological awareness, and the teacher taught from his, the reading and writing curriculum used in the classroom. The teacher and the SLP then provided a brief summary of the activity just completed by the class with input from the students.\"\n \"After each mini-lesson was presented (I do) and summarized with the students (We do), the class was instructed to attempt to work on the lesson independently or in pairs (You do).During this last portion of each session, students often required further explanation of the presented activities or a repetition of the instructions. At this point, the teacher and SLP engaged in an alternative teaching approach in which the teacher would respond to general questions to the majority of the students, and the SLP would focus on assist-ing the students demonstrating the most difficulty with the language demands of the task. A theme was chosen as away to provide structure, continuity, motivation, and a contextualized purpose for the morphological awareness strategy development. The theme and purpose selected for this writ-ing project was to create a visitor's guide for a fictional city.\"\n\nfrom p. 786:\nThe teacher and SLP presented students with a graphic organizer on which they generated two word lists. The SLP instructed students to list words derived from their word root in the first column and to list words that are similar in meaning to their word root but are not derivatives of that root in the second column. For example, words listing the first column of the graphic organizer for cycle included bicycle ,tricycle, recycle, cyclist, and cyclone. The second column included round, wheel, circle, and hoop. This activity helped to strengthen the semantic relationships between the word root, words derived from that root, and words that are semantically, but not morphologically, related. This activity was contextualized within the long-term writing project by explaining to the students that they were creating a 'packing list' of items tourists visiting their city should bring.The teacher extended this activity throughout the week by instructing students to add to their packing lists using the following sentence format:You will need to bring ________because ________.Students were required to use the word from their list to complete the fill-in-the-blank sentences either before or after because.This format was used to allow students to exercise flexibility and creativity in their responses.","not stated","not explicitly stated for tc4","n/a","\"Week 5: Preparing a Narrative\" (p. 786)","use multimorphemic words in authentic writing contexts\n\n\"This provided students multiple opportunities to use these multimorphemic words in authentic writing contexts.\" (p. 787)","not stated","dosage:\n\"The following is a model of SLP-teacher interprofessional morphological awareness approach that was designed for implementation across 8 weeks in a classroom setting that included a focus on word study and writing.\" (p. 784)\n\n\"The SLP and teacher presented the morphological awareness strategies to the whole class once weekly in a 1-hr session, and the teacher promoted generalization of these newly learned strategies throughout the rest of each week.\" (p. 784)\n\nfrom p. 785:\n \"Each session began with a mini-lesson presented to the whole class by the SLP and teacher using a team-teaching approach, and activities were presented using Pearson and. Gallagher's (1983) Gradual Release of Responsibility method (i.e.,I do/We do/You do). The SLP taught from her area of expertise, instruction targeting morphological awareness, and the teacher taught from his, the reading and writing curriculum used in the classroom. The teacher and the SLP then provided a brief summary of the activity just completed by the class with input from the students.\"\n \"After each mini-lesson was presented (I do) and summarized with the students (We do), the class was instructed to attempt to work on the lesson independently or in pairs (You do).During this last portion of each session, students often required further explanation of the presented activities or a repetition of the instructions. At this point, the teacher and SLP engaged in an alternative teaching approach in which the teacher would respond to general questions to the majority of the students, and the SLP would focus on assist-ing the students demonstrating the most difficulty with the language demands of the task. A theme was chosen as away to provide structure, continuity, motivation, and a contextualized purpose for the morphological awareness strategy development. The theme and purpose selected for this writ-ing project was to create a visitor's guide for a fictional city.\"\n\nfrom p. 786 - 787:\n \"The SLP and teacher presented students with blank maps on which they were to add street names and tourist attractions. The SLP informed the students that they were to refer to the word lists already generated in their writing journals and include those words in the names of their streets and attractions. For example, street names in Cyclopolis might include Circle Street, Hoop Lane, and Round Way, and attractions might include the recycling center, the bicycle shop, and wheel museum.\"\n \"Once students completed their maps, they were guided in writing instructions for a self-guided walking tour. Using the Cyclopolis map as an example, the walking tour might begin like so: Anyone visiting Cyclopolis should go see the bicycle shop. From there, walk two blocks north on Circle Street to the wheel museum. After that, walk three blocks east on Hoop Lane to the recycling center. Students were then provided with graphic organizers in which they listed three tourist attractions, drew a picture of each attraction, and wrote a very brief description of each attraction. The map and the pictures of the attractions facilitated students' organization of writing walking tour instructions. The teacher extended this activity throughout the week by having students revise their walking tour sentences to include why visitors should visit each attraction. This provided students multiple opportunities to use these multimorphemic words in authentic writing contexts.\"","not stated","not explicitly stated for tc5","n/a","\"Weeks 6 and 7: Writing Rough Drafts\" (p. 787)","learn spelling rules associated with adding morphemes to roots to create morphologically complex words\n\n\"The teacher extended this activity throughout Weeks 6 and 7 by continuing to review the spelling rules associated with adding morphemes to roots to create morphologically complex words throughout the revision and editing process.\" (p. 787)","not stated","dosage:\n\"The following is a model of SLP-teacher interprofessional morphological awareness approach that was designed for implementation across 8 weeks in a classroom setting that included a focus on word study and writing.\" (p. 784)\n\n\"The SLP and teacher presented the morphological awareness strategies to the whole class once weekly in a 1-hr session, and the teacher promoted generalization of these newly learned strategies throughout the rest of each week.\" (p. 784)\n\nfrom p. 785:\n \"Each session began with a mini-lesson presented to the whole class by the SLP and teacher using a team-teaching approach, and activities were presented using Pearson and Gallagher's (1983) Gradual Release of Responsibility method (i.e.,I do/We do/You do). The SLP taught from her area of expertise, instruction targeting morphological awareness, and the teacher taught from his, the reading and writing curriculum used in the classroom. The teacher and the SLP then provided a brief summary of the activity just completed by the class with input from the students.\"\n \"After each mini-lesson was presented (I do) and summarized with the students (We do), the class was instructed to attempt to work on the lesson independently or in pairs (You do).During this last portion of each session, students often required further explanation of the presented activities or a repetition of the instructions. At this point, the teacher and SLP engaged in an alternative teaching approach in which the teacher would respond to general questions to the majority of the students, and the SLP would focus on assist-ing the students demonstrating the most difficulty with the language demands of the task. A theme was chosen as away to provide structure, continuity, motivation, and a contextualized purpose for the morphological awareness strategy development. The theme and purpose selected for this writ-ing project was to create a visitor's guide for a fictional city.\"\n\nfrom p. 787:\n \"Because this portion of the project involved extensive writing, it spanned 2 weeks instead of 1. The teacher explained that each student would be drafting a three-paragraph essay about their fictional city. The SLP provided each student with a graphic organizer with the following sections: Paragraph 1. name of city and a minimum of three sentences describing the city, Paragraph 2. walking tour of the city, and Paragraph 3. packing for your trip. The SLP instructed students to refer to previous entries in their writing journals to complete this graphic organizer, explaining that they were not expected to be generating new ideas at this stage of the project. Students were then instructed to write their essays using the information they established on their graphic organizers. As students wrote, revised, and edited their essays, the SLP provided instruction on orthographic rules. Many of the roots in their words underwent spelling and phonological changes that were not necessarily predictable (e.g.,omit the final letter o in photo- before adding -opolis; the letters i and s in vision and revise are pronounced differently, although the spelling of the root vis is unaltered). The SLP used this opportunity to review spelling and pronunciation rules for the students as well as for the teacher. The teacher extended this activity throughout Weeks 6 and 7 by continuing to review the spelling rules associated with adding morphemes to roots to create morphologically complex words throughout the revision and editing process.\"","not stated","not explicitly stated for tc6","n/a","n/a","n/a","n/a","not stated","n/a","not stated","not explicitly stated for tc7","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","no outcome measures for treatment components as per RTSS definitions were specified, however it is possible that this activity was intended as an outcome measure:\n\ndemonstrating use of newly learned vocabulary, decoding and listening comprehension skills\n\n\"This gave the SLP an opportunity to check for comprehension (e.g., Were the students using newly learned vocabulary appropriately?) and decoding skills (e.g., Were the students demonstrating sensitivity to pronunciation shifts in the word root when affixes were added?)... This gave the SLP an opportunity to check students' listening comprehension skills.\" (p. 788)\n\nauthors use the terms \"interprofessional practice\" and \"collaboration\" but do not define them\n\nthey refer viewers to resources to learn more about these\n\n\"Anyone considering entering into an interprofessional collaboration would benefit from first reviewing resources for interprofessional collaboration, such as \"Core Competencies for Interprofessional CollaborativePractice: Report of an Expert Panel\" (Interprofessional Education Collaborative, 2016) and Interprofessional Education and Interprofessional Practice in Communication Sciences and Disorders: An Introduction and Case-Based Examples of Implementation in Education and Health Care Settings (Johnson, 2016). These resources introduce excellent information and examples to help guide interprofessional planning and implementation. Johnsons' (2016) publication provides several case-based examples that include scenarios illustrating the successes and the struggles that one may encounter in interprofessional collaborations.\" (p. 788)"]
["Connor et al., 2014","Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade.","not stated","introductory/listening activity\n\n\"For the introductory/listening activity, the interventionist defined and provided examples of the affix to be learned and then the students listened for examples of that affix in spoken sentences produced by the interventionist.\" (p. 384)","to identify the target affix and discover the meaning of words based on the affix\n\n\"Throughout every lesson, they were encouraged to identify the target affix and discover the meaning of words based on the affix.\" (p. 384)","not stated ","dosage: \"Each intervention, regardless of length, was delivered 4 days/week to small groups of three to five students for approximately 20 min/session.\" (p. 382)\n\"Twelve lessons were taught across those 9 weeks...\" (p. 384)\n\nfrom p. 384:\n \"... targeting specific inflectional (plural, s; third person, s; present progressive, ing; and past tense, ed) and derivational affixes (un-, re-, dis-, -er, -ly, -ness, -y, and -est).\" \n \"In general, the students were encouraged to discover rules or facts about the affixes by becoming \"Word Detectives\" using magnifying glasses as they inspected words presented by the interventionist. Throughout every lesson, they were encouraged to identify the target affix and discover the meaning of words based on the affix.\"\n\n \"For the introductory/listening activity, the interventionist defined and provided examples of the affix to be learned and then the students listened for examples of that affix in spoken sentences produced by the interventionist.\"\n \"Finally, all lessons included a summary of the day's target affix, its meaning, and brainstorming on words that contained that particular affix\". (p. 384)","not stated","not explicitly stated for tc1","not explicitly stated for tc1","word sorts\n\n\"Word sorts required the students to separate pictures or word cards representing items contrasting words with or without the target affix.\" (p. 384)","to identify the target affix and discover the meaning of words based on the affix\n\n\"Throughout every lesson, they were encouraged to identify the target affix and discover the meaning of words based on the affix.\" (p,384)","not stated ","dosage: \"Each intervention, regardless of length, was delivered 4 days/week to small groups of three to five students for approximately 20 min/session.\" (p. 382)\n \"Twelve lessons were taught across those 9 weeks...\" (p. 384)\n\nfrom p. 384:\n \"... targeting specific inflectional (plural, s; third person, s; present progressive, ing; and past tense, ed) and derivational affixes (un-, re-, dis-, -er, -ly, -ness, -y, and -est).\" \n \"In general, the students were encouraged to discover rules or facts about the affixes by becoming \"Word Detectives\" using magnifying glasses as they inspected words presented by the interventionist. Throughout every lesson, they were encouraged to identify the target affix and discover the meaning of words based on the affix.\"\n\n \"Word sorts required the students to separate pictures or word cards representing items contrasting words with or without the target affix. Finally, all lessons included a summary of the day's target affix, its meaning, and brainstorming on words that contained that particular affix\".","not stated","not explicitly stated for tc2","not explicitly stated for tc2","writing activity\n\n\"In one writing activity, the students were encouraged to find and circle the target affixes in written words that did or did not contain the affix.\" (p. 384)","to identify the target affix and discover the meaning of words based on the affix\n\n\"Throughout every lesson, they were encouraged to identify the target affix and discover the meaning of words based on the affix.\" (p,384)","not stated","dosage: \"Each intervention, regardless of length, was delivered 4 days/week to small groups of three to five students for approximately 20 min/session.\" (p. 382)\n\"Twelve lessons were taught across those 9 weeks...\" (p. 384)\n\nfrom p. 384:\n \"... targeting specific inflectional (plural, s; third person, s; present progressive, ing; and past tense, ed) and derivational affixes (un-, re-, dis-, -er, -ly, -ness, -y, and -est).\" \n\"In general, the students were encouraged to discover rules or facts about the affixes by becoming \"Word Detectives' using magnifying glasses as they inspected words presented by the interventionist. Throughout every lesson, they were encouraged to identify the target affix and discover the meaning of words based on the affix.\"\n \"In one writing activity, the students were encouraged to find and circle the target affixes in written words that did or did not contain the affix. \n \"Finally, all lessons included a summary of the day's target affix, its meaning, and brainstorming on words that contained that particular affix\".","not stated","not explicitly stated for tc3","not explicitly stated for tc3","review lesson games\n\n\"Interspersed after every two lessons (4 days), was a review lesson that included a general discussion of the affixes learned previously. Games incorporating the affixes in review (i.e., dice games) were included to increase the students' interest and to contrast the affixes in review.\" (p. 384) Additionally, there was a focus on words and their \"relatives\" (i.e., derived and inflected forms of base words). The students were taught to think about how words are related by meaning and that they could think about multiple relatives of a base word (e.g., act-, actor, acting, and action) or listen for relatives within a story.","not stated","not stated","from p. 384:\ndosage for review lessons: \"Interspersed after every two lessons (4 days), was a review lesson...\"\n\n\"... that included a general discussion of the affixes learned previously. Games incorporating the affixes in review (i.e., dice games) were included to increase the students' interest and to contrast the affixes in review.\" \n \"Additionally, there was a focus on words and their \"relatives\" (i.e., derived and inflected forms of base words). The students were taught to think about how words are related by meaning and that they could think about multiple relatives of a base word (e.g., act-, actor, acting, and action) or listen for relatives within a story.\"","not stated","not explicitly stated for tc4","not explicitly stated for tc4","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","outcome measures were not reported for morphological awareness/treatment components described\n\n\"In addition to developing the interventions, all teams designed proximal assessments of the specific content embedded in lesson plans; these and near-transfer standardized distal (\"distimal\") assessments were conducted prior to and after implementation.\" (p. 383)"]
["Cunningham, 1998","The multisyllabic word dilemma: Helping students build meaning, spell, and read \"big\" words","not explicitly stated","word detectives\n\n\"HELP STUDENTS BECOME WORD DETECTIVES ON THE LOOK OUT FOR THE MEANING, SPELLING, AND DECODING RELATIONSHIPS SHARED BY WORDS\" (p. 204)","pronounce and spell new words\n\n\"The teacher then points out to the students that thinking of a word that looks and sounds the same as a new word will help you quickly remember how to pronounce the new word and will also help you spell the new word.\" (p. 204)","not stated ","from p. 204:\n- \"There are two questions I would like to put into the mouths of every teacher of children from third grade through high school. These two questions are: \"Do I know any other words that look and sound like this word?\", and \"Are any of these look-alike/sound-alike words related to each other?\" The answer to the first question should help students with pronouncing and spelling the word. The answer to the second question should help students discover what, if any, meaning relation-ships exist between this new word and others in their meaning vocabulary stores.\"\n- \"The teacher lists the words, underlining the parts that are the same, and asks students to pronounce the words emphasizing the part that is pronounced the same. The teacher then points out to the students that thinking of a word that looks and sounds the same as a new word will help you quickly remember how to pronounce the new word and will also help you spell the new word. Next the teacher explains that words, like people, sometimes look and sound alike but are not related. If this is the first time this analogy is used, the teacher will want to spend some time talking with the stu-dents about people with red hair, green eyes, and so on who have some parts that look alike but are not related and others who are.\"\n\nand\n\"The plan outlined in the previous section takes advantage of whatever words occur in the course of content-area instruction.\" (p. 206)","not stated","not explicitly stated for tc1","n/a","n/a","n/a","not stated ","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","no outcome measured reported"]
["Devonshire & Fluck, 2010","Spelling development: Fine-tuning strategy-use and capitalizing on the connections between words","the aim is to help students understand that spelling represents meaning and to understand the morphological structure of words\n\n\"For the intervention group, the aim was to shift children's perception that spelling primarily represents sound to recognition that it primarily represents meaning.\" (p. 367)\n\n\"The aim of the intervention was to promote explicit understanding of the morphological structure of words.\" (p. 367)","an activity was not explicitly stated for tc1","to identify base words and affixes\n\n\"Children were taught how to identify base words and affixes.\" (p. 367)","not stated ","from p. 367:\ndosage: \"There were nine lessons, one every week.\"\n\n\"It was emphasized in all lessons that the most important aspect of spelling is 'meaning'.\" \n\n-\"Children were taught how to identify base words and affixes; for example, they were shown that music was the base word of musical.\n\n-\"Each lesson focused on morphology, whilst etymology and phonology were introduced when it was relevant to particular words under investigation.\" (p. 367)\n\n-\"At the end of each lesson there was a plenary session (approximately 10 min)where children were asked to discuss what they had learned. This served as a check to see whether children had grasped the ideas presented to them.\" (p. 367)","not stated","not explicitly stated for tc1","not explicitly stated for tc1","an activity was not explicitly stated for tc1","to combine morphemes\n\n\"They were also taught how to combine morphemes\" (p. 367)","not stated ","from p. 367:\ndosage: \"There were nine lessons, one every week.\"\n\n \" It was emphasized in all lessons that the most important aspect of spelling is 'meaning'.\" \n\n-\"They were also taught how to combine morphemes\" \n\n-\"Each lesson focused on morphology, whilst etymology and phonology were introduced when it was relevant to particular words under investigation.\" (p. 367)\n\n-\"At the end of each lesson there was a plenary session (approximately 10 min)where children were asked to discuss what they had learned. This served as a check to see whether children had grasped the ideas presented to them.\" (p. 367)","Other: not stated","not explicitly stated for tc2","not explicitly stated for tc2","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","outcome measure is described for the morphological intervention as a whole but not specific treatment components; the Study Spelling Test may potentially be matched with tc1 and tc2\n\n\"The pre- and post test consisted of a spelling test and a standardized test of spelling. The pretest measures were repeated at post test. The first spelling test (hereafter referred to as Study Spelling Test) was designed to assess children's awareness of morphology, etymology, and phonology. Specifically, it comprised 22 words which were morphologically complex and required knowledge of rules for combining morphemes and some etymological knowledge; therefore, in order to spell them correctly participants could not always rely on phonology alone\" (p. 367)"]
["Devonshire et al., 2013","Spelling and reading development: The effect of teaching children multiple levels of representation in their orthography.","\"The purpose of the intervention lessons was to emphasize the structure, logic and meaning inherent in the English writing system.\" (p. 89)","lesson 1 (p. 89)","to identify the base words and what the affixes might be\n\n\"The children were encouraged to identify the base words and what the affixes might be.\" (p. 89)","not stated ","from \"Intervention lessons\" heading (p. 89)\n\n \"Teaching about morphology was central to the intervention lessons. The children were introduced to the terms 'prefix', 'suffix', and 'base word', and taught how to identify these, and about the rules for combining them to make new words.\"\n\n \"The first lesson of the intervention introduced the idea that the way we spell words is not just about writing how they sound, but also about rules that we need to know. The children were told that parts of words have meaning and we can use these 'building blocks' (morphemes) to build words. \n\n \"They were shown examples of words on the whiteboard and how they were 'built', starting with a base word and adding affixes. \n\n- \"The children were encouraged to identify the base words and what the affixes might be. \n- Examples were given orally; for example, the teacher said \"today I play football, yesterday I play - football\". The children were asked to give the correct ending, which was then written on the whiteboard for the whole class to see.\n\n \"A list of affixes was gradually compiled over the lessons and this remained on the whiteboard. \n\n\"The children were encouraged to use the words in sentences (Year 1 children wrote the word sums on their white-boards, and said the sentences orally. Year 2 children often had time to also write a short sentence on their whiteboards or on paper)\"","Other: n/a","not stated explicitly for tc1","not stated explicitly for tc1","word sums","Year 1:\nto write word sums and orally produce sentences with the words\n \nYear 2:\nto write word sums, orally produce sentences with the words, and write short sentences with the words\n\n\"The children were encouraged to use the words in sentences (Year 1 children wrote the word sums on their white-boards, and said the sentences orally. Year 2 children often had time to also write a short sentence on their whiteboards or on paper)\" (p. 89)","not stated ","from \"Intervention lessons\" heading (p. 89)\n\n- \"The children also had their own individual whiteboards which they used throughout the lessons \n\n- \"There would then be 10 min of morphology. \n- \"Words would be selected from the list of words covered in the other phonic class, and this would be used as the basis for adding prefixes. \n\n- \"So when the phonic class was looking at the phoneme /ay/ (list of phonemes covered, by phonics class followed Letters and Sounds (Df ES, 2007) document), base words with this grapheme were selected to use in word sums i.e. the children were shown the word sum <play+ful/playful>. \n\n- \"A list of affixes was gradually compiled over the lessons and this remained on the whiteboard. \n\n-\"The children were encouraged to use the words in sentences (Year 1 children wrote the word sums on their white-boards, and said the sentences orally. Year 2 children often had time to also write a short sentence on their whiteboards or on paper)\"","Other: not stated","not explicitly stated for tc2","not explicitly stated for tc2","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a","no outcome measures for morphological awareness reported; only spelling tests and reading test (see p. 88, \"The spelling tests for each of the three test sessions\" and \"Reading test for each of the three test sessions\")"]
["Fallon & Katz, 2020","Structured Literacy Intervention for Students With Dyslexia: Focus on Growing Morphological Skills","develop spoken language skills (e.g., morphology) for successful reading and writing\n\n\"SL's [Structured Literacy's] focus on the language skills that obviously occur in spoken form (i.e., phonology, semantics, syntax, and morphology) is unarguably in an SLP's wheelhouse. With clear and consistent evidence to suggest that these spoken language skills are critical for successful reading and writing, SLPs, as language experts, are naturally equipped to provide SL intervention.\" (p. 342, Summary and Conclusions)","not explicitly stated for tc1","\"...deepening students' awareness of the morphological structure of words...\" (p. 339)\n\nsee \"In her review of studies focused on improving literacy skills through morphology instruction/intervention, Carlisle (2010) identified four instructional approaches that have shown to be effective in a number of studies: (a) deepening students' awareness of the morphological structure of words, which Carlisle posited to be a logical starting point for promoting morphological skills (see Figure 3);...\" (p. 339)","not stated ","from Figure 3. Sample Activities (p. 340)\n- \"list and explain morphological terms and their value for improving reading, spelling and vocabulary learning\n- \"present students with an age- or grade-level piece of text and with them, highlight prefixes, suffixes, and Latin and Greek roots to illustrate their prevalence\n- \"provide students with a list of inflected and/or derived words and have them circle prefixes, suffixes, bases, and/or roots\n- teach students to ask themselves, \"is there a smaller word in X that means something like X?\"\n- \"have students sort words by morphological features: morphologically complex versus not - corner (corn), worker (work); slowly (slow), ugly (ug); Final sound of suffix - jumped, named, grounded; hats, bugs, boxes; Shared roots - vacuum, vacant, vacation; tractor, traction, distract\n\n- Materials and Resources from Figure 2 (p. 339) listed in figure 3 (p. 340) that includes:\n\na) lists of words and morphemes (for easy access to affixes, roots, inflected and derived forms); \n\nb) curriculum, exercises and programs (exercises to practice manipulating word parts); \n\nand c) materials and games (curricular lessons and activities)","not stated","not stated explicitly for tc1","not stated explicitly for tc1","not explicitly stated for tc2","\"teaching the meanings of affixes and base (or root) words...\" (p. 339)\n\nsee \"In her review of studies focused on improving literacy skills through morphology instruction/intervention, Carlisle (2010) identified four instructional approaches that have shown to be effective in a number of studies: (a) deepening students' awareness of the morphological structure of words, which Carlisle posited to be a logical starting point for promoting morphological skills (see Figure 3); (b) teaching the meanings of affixes and base (or root) words, some available in connected texts and some specifically selected (see Figure 4); ...\" (p. 339)","not stated ","from Figure 4: Sample Activities (p. 340)\n- \"explicitly teach meanings of prefixes, suffixes and roots. Use pictures and/or keywords (i.e., inflected and derived forms) to help them remember their meanings. Discuss a picture of a tractor to remember that tract means \"to pull\"; Discuss other words containing tract and their relationships to the meaning of \"to pull\" - traction, distract, subtract\n- \"using self-discovery techniques, show a picture representing the meaning of the morpheme and/or a group of words containing that morpheme, and help students try to derive meaning\n- \"practice reading and spelling taught morphemes until mastery\n- \"play games to promote mastery of reading, spelling, and understanding of morphemes. Go Fish (\"I have danger, do you have dangerous?\"); Memory (written morpheme paired with its meaning); Uno (place cards with matching affixes and/or roots)\n\n-Materials and Resources from Figure 2 (p. 339) listed in figure 4 (p. 340) that includes: \na) lists of words and morphemes (for easy access to affixes, roots, inflected, and derived forms); \n\nb) curriculum, exercises and programs (practice exercises and curricular activities); \n\nand c)materials and games (cards to teach affixes and roots and games once they have been taught )","not stated","not stated explicitly for tc2","not stated explicitly for tc2","not explicitly stated for tc3","\"...strengthening morphological problem-solving or thinking about how a word's component morphemes contribute to a word's meaning or grammatical form...\" (p. 339)\n\nsee \"In her review of studies focused on improving literacy skills through morphology instruction/intervention, Carlisle (2010) identified four instructional approaches that have shown to be effective in a number of studies: (a) deepening students' awareness of the morphological structure of words, which Carlisle posited to be a logical starting point for promoting morphological skills (see Figure 3); (b) teaching the meanings of affixes and base (or root) words, some available in connected texts and some specifically selected(see Figure 4); (c) strengthening morphological problem-solving or thinking about how a word's component morphemes contribute to a word's meaning or grammatical form (e.g., drawing analogies between base and derived pairs, detecting and correcting errors in spelling, creating new words with known/taught morphemes; see Figure 5);\" (p. 339)","not stated","from Figure 5. Sample Activities. (p. 341):\n- \"Build words (real and nonsense) and discuss meanings based on their parts...\n-match prefixes to bases, bases to suffixes, and roots to affixes to construct real words; match parts from the first row to the second to form real words\n- \"Match prefixes to bases, bases to suffixes, and roots to affixes to construct real words: match parts from the first row to the second to form reals words; comp, pro, trans, vis; fer, ion, tract, pel\n- \"complete cloze sentences with semantically and syntactically correct forms\n- \"complete analogies (one part of speech to another) - adventure: adventurous\n- \"write sentences of stories with low frequency (unknown) derived forms and/or nonsense complex structures containing taught affixes and roots\n\nfrom Figure 5: Materials and Resources from Figure 2 (p. 341):\n-lists of words and morphemes (for easy access to affixes, roots, inflected and derived forms)\n-curriculum, exercises and programs (practice exercises and curricular activities)\n- materials and games (use cards build morphologically complex words)","not stated","not stated explicitly for tc3","not stated explicitly for tc3","not explicitly stated for tc4","\"... deriving the meanings of unfamiliar words as they are encountered in connected text...\" (p. 339)\n\nsee \"In her review of studies focused on improving literacy skills through morphology instruction/intervention, Carlisle (2010) identified four instructional approaches that have shown to be effective in a number of studies: (a) deepening students' awareness of the morphological structure of words, which Carlisle posited to be a logical starting point for promoting morphological skills (see Figure 3); (b) teaching the meanings of affixes and base (or root) words, some available in connected texts and some specifically selected(see Figure 4); (c) strengthening morphological problem-solving or thinking about how a word's component morphemes contribute to a word's meaning or grammatical form (e.g., drawing analogies between base and derived pairs, detecting and correcting errors in spelling, creating new words with known/taught morphemes; see Figure 5);and (d) instruction in deriving the meanings of unfamiliar words as they are encountered in connected text (see Figure 6)..\" (p. 339)","not stated","from Figure 6. Sample Activities (p. 341):\n- \"Begin by modelling how to read and derive meaning from morphologically complex words in written text through \"think-alouds\"\n0Gradually, over time, release responsibility to the students so that they begin to read and derive meanings on their own: \"Hmmm... this is a long word. Let me see if I can find familiar parts. Oh, I see the root \"pend\" which means to hang. And, there is the prefix \"ap\". Let's see if I can sound out the parts....\"\n\nfrom Figure 6. Materials and Resources from Figure 2 (p. 341):\n- lists of words and morphemes (for easy access to affixes, roots, inflected, and derived forms)\n- materials and games: real authentic texts (audio or print versions, including magazines, websites/webpages/web content, novels, information texts, classroom readings)","not stated","not stated explicitly for tc4","not stated explicitly for tc4","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a","authors discuss outcome measures observed in the literature, but do not state outcome measures for the targets of treatment presented in the description of morphological awareness intervention in this article\n\nsee \"Over the last decade and a half or so, a growing body of research has examined outcomes of instruction and/or intervention in the area of morphology. Although the outcome measures have varied from study to study, for the most part, they have included one or more of the following: word reading, spelling, reading comprehension, morphological awareness, phonological awareness (see Bowers et al., 2010; Carlisle, 2010; Goodwin & Ahn, 2013).\" (p. 339)"]
["Fitton et al., 2016","Intensifying English Vocabulary Instruction for English Language Learners.","not stated","clustering lists of prefixes and suffixes that have the same meaning\n\n\"Examples include (a) providing students with lists of prefixes and suffixes that change word meanings, (b) clustering those that have the same meaning (e.g., un-‚ and, dis-, prefixes meaning 'not')\" (p. 9)","not stated","not stated ","from page 9:\n\"Morphological awareness training also can be incorporated into all content areas of the curriculum. For younger students, this may include explicit discussion of root words and their derivational forms. Examples include (a) providing students with lists of prefixes and suffixes that change word meanings\"","not stated","not stated explicitly for tc1","n/a","creating as many forms of each word as possible\n\n\"games with weekly spelling or vocabulary words, such as creating as many forms of each word as possible within a designated time frame\" (p. 9)","not stated","not stated ","from p. 9:\n\"Morphological awareness training also can be incorporated into all content areas of the curriculum. For younger students, this may include explicit discussion of root words and their derivational forms.\"\n\nweekly spelling or vocabulary words; designated time frame\n\n\"games with weekly spelling or vocabulary words, such as creating as many forms of each word as possible within a designated time frame\"","Other: not stated","not explicitly stated for tc2","not explicitly stated for tc2","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a","no outcome measures reported"]
["Freeman et al., 2019","Thinking about Words: First Graders' Response to Morphological Instruction","not stated","Root identification tasks\n\n\"Root identification tasks: Finding roots in different derivations of words within the text\" (p. 466)","Finding roots in different derivations of words within the text\n\n\"Root identification tasks: Finding roots in differ-ent derivations of words within the text\" (p. 466)","not stated ","\"Results from the Analytical Reading Inventory and the Qualitative Spelling Inventory were used to select science texts. To address the students' different reading levels, materials were collected for interactive read-alouds, shared reading, and guided read-ing strategies to engage students in both reading and listening comprehension (Fountas & Pinnell, 1996). The resources employed for science readers included a National Geographic Kids book and Newsela articles, providing quality informational texts for learning (see Table 3). Each week included two 45-minute after-school lessons.\" (p. 466)\n\nfrom p. 466:\n \"To deliver the morphological instruction, roots and prefixes were introduced in combination with the discipline-specific word study pulled from the authentic texts. Students were given numerous opportunities to use the Greek and Latin roots across the unit, allowing them to explore the nuances of the terms in multiple contexts\"\n\n \"Students skimmed the text for roots such as geo in morphologically complex words and color-coded the terms with a highlighter. Identifying the roots in the discipline-specific terms before reading served as a scaffold for the word hunts.\" \n\n \"5E Lesson Plans With Embedded Morphological Instruction. The lesson designs were based on a 5E model: engage, explore, explain, elaborate, and evaluate (Bybee & Landes, 1990)\n see Figure 2 (see p. 469) \"... presents an example of a lesson outline showing how each of these word study elements was integrated into a typical lesson plan during the current study\" (p. 466)\n\n dosage: \"...there were three participants, with two reading above grade level, and the after-school intervention lasted only three weeks (six lessons).\" (p. 472)\n\"Each week included two 45-minute after-school lessons.\" (p. 466)","not stated","not explicitly stated for tc1","not explicitly stated for tc1","Problem-solving tasks\n\n\"Problem-solving tasks: Applying knowledge of root meanings to deconstruct and define words\" (p. 466)","Applying knowledge of root meanings to deconstruct and define words\n\n\"Problem-solving tasks: Applying knowledge of root meanings to deconstruct and define words\" (p. 466)","not stated ","\"Results from the Analytical Reading Inventory and the Qualitative Spelling Inventory were used to select science texts. To address the students' different reading levels, materials were collected for interactive read-alouds, shared reading, and guided read-ing strategies to engage students in both reading and listening comprehension (Fountas & Pinnell, 1996). The resources employed for science readers included a National Geographic Kids book and Newsela articles, providing quality informational texts for learning (see Table 3). Each week included two 45-minute after-school lessons.\" (p. 466)\n\nfrom p. 466:\n \"To deliver the morphological instruction, roots and prefixes were introduced in combination with the discipline-specific word study pulled from the authentic texts. Students were given numerous opportunities to use the Greek and Latin roots across the unit, allowing them to explore the nuances of the terms in multiple contexts\"\n\n \"5E Lesson Plans With Embedded Morphological Instruction. The lesson designs were based on a 5E model: engage, explore, explain, elaborate, and evaluate (Bybee & Landes, 1990)\n see Figure 2 (see p. 469) \"... presents an example of a lesson outline showing how each of these word study elements was integrated into a typical lesson plan during the current study\" (p. 466)\n\n \"Problem-Solving Tasks. For instance, to solve the problem to pose in Figure 2 (\"What does geothermal mean?\") from the engagement phase, the participants used their newly acquired knowledge of the root geo in combination with therm from the interactive word wall to define the term geothermal in the ex-planation phase, putting together pieces of a puzzle.\"\n\n dosage: \"...there were three participants, with two reading above grade level, and the after-school intervention lasted only three weeks (six lessons).\" (p. 472)\n\"Each week included two 45-minute after-school lessons.\" (p. 466)","not stated","not explicitly stated for tc2","not explicitly stated for tc2","Production tasks\n\n\"Production tasks: Creating new words or recalling previous vocabulary words that are part of the same morphological word family as the prompt word\" (p. 466)","Creating new words or recall-ing previous vocabulary words that are part of the same morphological word family as the prompt word\n\n\"Production tasks: Creating new words or recall-ing previous vocabulary words that are part of the same morphological word family as the prompt word\" (p. 466)","not stated","\"Results from the Analytical Reading Inventory and the Qualitative Spelling Inventory were used to select science texts. To address the students' different reading levels, materials were collected for interactive read-alouds, shared reading, and guided read-ing strategies to engage students in both reading and listening comprehension (Fountas & Pinnell, 1996). The resources employed for science readers included a National Geographic Kids book and Newsela articles, providing quality informational texts for learning (see Table 3). Each week included two 45-minute after-school lessons.\" (p. 466)\n\nfrom p. 466:\n \"To deliver the morphological instruction, roots and prefixes were introduced in combination with the discipline-specific word study pulled from the authentic texts. Students were given numerous opportunities to use the Greek and Latin roots across the unit, allowing them to explore the nuances of the terms in multiple contexts\"\n\n \"5E Lesson Plans With Embedded Morphological Instruction. The lesson designs were based on a 5E model: engage, explore, explain, elaborate, and evaluate (Bybee & Landes, 1990)\n see Figure 2 (see p. 469) \"... presents an example of a lesson outline showing how each of these word study elements was integrated into a typical lesson plan during the current study\" (p. 466)\n\nfrom p. 466-468:\n \"The main source for the production tasks occurred at the end of each lesson, when students added roots to their interactive word wall (see Figure 3 for a sample from the instructional context). Interactive word wall strategies are used in content area instruction with discipline-specific vocabulary terms; students interact with the new vocabulary by displaying imagery, photographs, illustrations, or realia, next to the words (Celic, 2009). As new roots were introduced into the word study, the participants worked together to build an interactive word wall. These words were displayed throughout the entire unit of instruction to rein-force student learning and engagement in vocabulary acquisition.\"\n\n dosage: \"...there were three participants, with two reading above grade level, and the after-school intervention lasted only three weeks (six lessons).\" (p. 472)\n\"Each week included two 45-minute after-school lessons.\" (p. 466)","not stated","not explicitly stated for tc3","not explicitly stated for tc3","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","two outcome measures are described (see p. 465-466) for the study, but outcome measures for the targets of treatment reported are not specified"]
["Fumero & Tibi, 2020","The Importance of Morphological Awareness in Bilingual Language and Literacy Skills: Clinical Implications for Speech-Language Pathologists.","facilitate the learning of morphology\n\n\"Using these tools to devise activities, the SLP can facilitate the learning of morphology using independent problem-solving strategies.\" (p. 581)","\"word sums\" (p. 581)","decompose words into morphemes or assemble morphemes to create words\n\n\"This tool is designed to delineate the written morphological structure of words (Kirby & Bowers, 2018). Students decompose words into morphemes or assemble morphemes to create words.\" (p. 581)","not stated ","\"Peter Bowers' \"Word Works Kingston\" website (http://www.wordworkskingston.com) offers several resources and examples of morphological instruction. In his YouTube channel, you will find authentic videos of MA instruction. Videos include how to introduce morphological word sum in preschool, kindergarten, and first grade; lessons targeting grapheme-phoneme correspondences using word sums; and video seminars describing Structured Word Inquiry.\" (p. 581)\n\nfrom p. 581-582:\n \"Students decompose words into morphemes or assemble morphemes to create words. They use addition symbols to denote adding a prefix or suffix and use a forward slash in cases where a silent <e> is being changed. They complete the equation with a forward arrow, which symbolizes \"...is rewritten as\". For example, if a student is given the word \"displeasing\" they would create a word sum that looks like \"dis + please/ + ing > displeasing\". If they were to verbally present this word sum, they would say \"dis\" plus please\" plus \"-ing\" is rewritten as \"displeasing\". Word sums present a visual and concrete way for students to signal different spelling rules such as dropping the silent \"e\" in certain words. For more examples of words sums, see Kirby and Bowers (2018).\"","not stated","not explicitly stated for tc1","not explicitly stated for tc1","n/a","n/a","not stated ","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","although measures of morphological awareness are discussed on p. 578, outcome measures specifically for the treatment components charted are not explicitly stated"]
["Goodwin et al., 2012","Word Detectives: Using Units of Meaning to Support Literacy","not stated","n/a","n/a","not stated ","n/a","not stated","n/a","n/a","n/a","n/a","not stated ","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a"]
["Green, 2015","LANGUAGE DETECTIVES Teaching and Learning About Suffixes","learning vocabulary and morphology; understanding suffixes\n\n\n\"Understanding suffixes is critical for improved academic language. This article gives an overview of suffixes and introduces several strategies that teachers can incorporate into their classrooms.\" (p. 539)\n\nand\n \"One approach to getting students to be more engaged in learning vocabulary and morphology is by having them become \"language detectives\"\" (p. 543)","Language Detectives\n\n\"Language Detectives. ...One approach to getting students to be more engaged in learning vocabulary and morphology is by having them become 'language detectives.'\" (p. 543)","to simply list morphologically complex words they think are interesting or might be challenging for their classmates; to list rules they have discovered or relationships they notice; to list cognates between English and the languages of the English learners\n\n\"One chart might be a place for students to simply list morphologically complex words they think are interesting or might be challenging for their classmates. Another chart might be for rules they have discovered or relationships they notice. Yet another chart might be available for cognates between English and the languages of your English learners, such as transportation and transportación (Spanish).\" (p. 543)","not stated ","from p. 543:\n\"First, have a flipchart or other area where students can note observations about suffixes. Having the chart up permanently allows students to make notes about suffixes throughout the day and across content areas. One chart might be a place for students to simply list morphologically complex words they think are interesting or might be challenging for their classmates. Another chart might be for rules they have discovered or relationships they notice. Yet another chart might be available for cognates between English and the languages of your English learners, such as transportation and transportaci√≥n (Spanish). As you have students do activities like the ones that follow, they can add words they find and things they notice to the \"language detective\" charts\"","not stated","not explicitly stated for tc1","n/a","word sorts\n\n\"Word Sorts. ...One way to help students develop their morphological awareness in an engaging manner is through word sorts.\" (p. 544)","categorize words or word parts based on given categories\n\n\"Sorts allow students the opportunity to physically interact with language as they categorize words or word parts based on given or student- created categories.\" (p. 544)","not stated ","from p. 544:\n\"In other words, the teacher can give students the sorting categories or have them generate categories themselves. Table 2 lists possible suffix sorts and what students may notice. Sorting by part of speech is one example. In a \"parts of speech\" sort, students see if they notice any pat-terns, such as all the - ( s) ion/- ( t) ion words under the category Noun. Students could also sort words by the suffixes. Perhaps teachers give students words ending in -sion/ -tion, -ian. Do they notice that while the sound is the same in all three, - ian words (e.g., magician, musician) refer to people and - tion/- sion do not? A third option is.to have students sort by base or word family (e.g., instruction, destruction, con-struct, structural) and then talk about how the prefixes and suffixes change the meaning of the word or the word's part of speech. Starting with suffixes they know, such as the agentive suffixes (- er, - or, - ist; suffixes that create people or things that \"do\" something, such as baker), can support students in learning to make observations. The first few sorts may require some guid-ing questions, such as \"What do you see when you take off the suffix?\" or \"What do you see that is the same between words?\". After a couple of guided sorts, students should be able to find similarities and differences between words on their own. They still might need help in understanding what those similarities or differences mean, however. For example, they might notice that motivation, motion, emotion, and promotion all have mot but be unable to deduce the meaning of mot. Teachers could give the meaning ('to move') and then have students discuss how all those words incorporate some aspect of movement. It is important to give students opportunities to make those observations and to help them make connections between words. Oral discussions about language help support student learning (Goodwin, Lipsky, & Ahn, 2012 ).\"\n\n see \"Table 2. Derivational Suffix Sorts. Categories. Example Words/Suffixes. Possible Student Observations.\" (p. 544)","not stated","not explicitly stated for tc2","n/a","word webs\n\n\"Word Webs\" (p. 544)","help with vocabulary awareness and suffix knowledge\n\n\"Butcher paper or flipchart paper pro-vide another activity that can help with vocabulary awareness and suffix knowledge.\" (p. 544)","not stated","from p. 544-545:\n\"Butcher paper or flipchart paper provide another activity that can help with vocabulary awareness and suffix knowledge. Butcher paper can be posted around the room with a single suffix circled in the middle of each one (see Figures 2 and 3 ). Students can add words that end with that suffix as they encounter words in their reading and writing, such as in the opening scenario of this article. After several words have been added, students can be encouraged to figure out the rule (this shows distributional knowledge). For example, students might list around the suffix - ion(- tion/- sion) words like immigration, transportation, immersion, and abbreviation(words they might find in science, social studies, or math). They might figure out that once the suffix is removed, there is a verb ( immigrate, transport, immerse, abbreviate), albeit with some slight changes to spelling (such as the e in immigrate dropped in immigration). One adaptation to this web is to allow students to include words that have additional suffixes before and/or after the \"main\" suffix in the middle of the web. For example, if -al is the high-lighted suffix, students might write beneficial, comical, practical, and so on. However, they could be allowed to add benefici al ly, comic al ly, and practic al ity. Again, by allowing and encouraging such extensions, we are exposing students to many more words while helping them to notice the form- meaning relationship. \"\n see photos of example word webs - Figures 2 and 3 (p. 545)","not stated","not explicitly stated for tc3","n/a","imposters thumbs up/thumbs down activity\n\n\"Imposters. ...As students find words that they think have a derivational suffix, ask students to talk about if they think the end of a word is a suffix or just a string of letters that are part of the word. In addition to discussions around this topic, you can review such words with a thumbs up/thumbs down activity.\" (p. 545)","not explicitly stated","not stated","from p. 545:\n\n- \"As students find words that they think have a derivational suffix, ask students to talk about if they think the end of a word is a suffix or just a string of letters that are part of the word. In addition to discussions around this topic, you can review such words with a thumbs up/thumbs down activity. Read a list of words that have a particular set of letters, such as - ly, and as you say each word, students will give thumbs up for it being a suffix and thumbs down for it being an imposter (Howard & Gonzalez, 2013 ). An example list with - ly would be fly, quickly, family, slowly, sly, slyly, nervously, jolly ( fly, family, sly, and jolly are imposters).\"","not stated","not explicitly stated for tc4","n/a","playing with language - create words\n\n\"Playing With Language. ... Students can bring in examples from newspapers, books, conversations, and so on, but students should also be encouraged to create words.\" (p. 545)","to be encouraged to create words\n\n\"Playing With Language. ... Students can bring in examples from newspapers, books, conversations, and so on, but students should also be encouraged to create words.\" (p. 545)","not stated","from p. 545:\n\n \"Students can bring in examples from newspapers, books, conversations, and so on, but students should also be encouraged to create words. You could have a chart for z'CBU\" (Created by Us) words that follow \"the rules\" but are not actual words. For example, friend is now a verb, thanks to Facebook. Therefore, someone might be friendable, as in, \"He looks a bit stuck- up. Do you think he is friendable?\". Allowing students to play with the language can increase their interest in language. \"","not stated","not explicitly stated for tc5","n/a","the matrix\n\n\"The Matrix. ...Creating matrices with students supplies your class with an opportunity to see how words are formed.\" (p. 545)","support student understanding of morphologically complex words\n\n\"These have been used to support student understanding of morphologically complex words.\" (p. 545)","not stated","from p. 545-546:\n- \"Creating matrices with students supplies your class with an opportunity to see how words are formed. Tables 3 and 4 give two examples of matrices. Suffixes that can combine are in the same row, such as instruct- ion-al-ly to make instruction-ally. You can take this one step further and make each matrix into a hands- on activity by having each morpheme on a piece of paper. Students can put these pieces of paper together to form words. You could also put all the suffixes and bases you have been studying together and have students mix and match roots and suffixes to create words. Of course, with shifts in spelling, it might be useful to have students working on a dry erase board so that they can use the cards as a guide, but they actually write the word on paper or the dry erase board (see Figure 4 ). This is a great activity after building background about morphology to show students just how much they have learned about how words work. It is also a good time to clear up spelling misconceptions, such as disstructable, as seen in Figure 4.\" \n- see Tables 3 & 4 for examples of word matrices and figure 4. for a photo example (p. 546)","not stated","not explicitly stated for tc6","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","no outcome measures reported"]
["Hauerwas & Walker, 2004","What Can Children's Spelling of Running and Jumped Tell Us about Their Need for Spelling Instruction?","to enable students to spell many more morphologically complex words\n\n\"Providing all children with specific instruction at this early stage in their spelling development allows for insight on the phonological, morphological, and orthographic relationships in English spelling that will enable them to spell many more morphologically complex words as they progress through school.\" (p. 170)","Word analysis and context activities\n\n\"Word analysis and context activities offer opportunities to apply knowledge of oral language to written language forms.\" (p. 174)","differentiate between phonemes and morphemes within words and practice morphological segmenting skills\n\n\"Activities that draw children's attention to and differentiate between phonemes and morphemes within words will help build this awareness.For example, when children practice their phonological and morphological segmenting skills...\" (p. 174)","not stated ","from \"Phonemic and morphological awareness instruction.\" p. 174:\n \"Activities that draw children's attention to and differentiate between phonemes and morphemes within words will help build this awareness. For example, when children practice their phonological and morphological segmenting skills, ask questions such as the following: \"What parts do you hear in the word jumping? (jump and -ing); What does jump mean? ; What about -ing? ; What sounds do you hear in the word jump-ing? /j/ / / /m/ /p/ /√ï/; What does /j/ mean? \". Such questions will help the children under-stand that morphemes are meaningful units, while phonemes are not; they are sound units. When children omit endings, practice in identification of final phonemes may be necessary. (What sound do you hear at the end of jump? /p/; at the end of jumped?/t/.) Oral morphological awareness lessons that include sentence completion (Today I will jump in the pool. Yesterday I j[umped] in the pool.) and analogies (jump: jumped walk: _____) will specifically develop morphological awareness.\"","not stated","not explicitly stated for tc1","not explicitly stated for tc1","word sort\n\n\"Spelling instruction focusing on word endings. Word analysis activities. ...During a word sort, several words containing particular features are presented to children who then group the words according to specific phoneme-grapheme, morphological, or orthographic patterns.\" (p. 172)","learning word endings\n\n\"In applying the word sort strategy to teaching word endings, we turn again to Mary and Simon.\" (p. 172)","not stated ","from p. 172:\n \"A word sort contain-ing words that represent the three ways in which the ending -ed may be pronounced (such as the one shown in Figure 1) can be used to assist Simon in making this connection. The teacher would focus instruction on presenting the three different ways the ending -ed is pronounced as well as call attention to the fact that regardless of ending sound, when changing a word to the past tense, the sound is represented by the spelling -ed.\"\n see \"FIGURE 1 Past tense morphological ending word sort\"\n \"In contrast, Mary tends to omit past markers entirely. Figure 2 contains a word sort that addresses Mary's spelling problem. This word sort consists.of words that contain no ending, the present progressive ending -ing, and the past ending -ed. Starting with this simple word sort allows the teacher to direct Mary's attention to a word with an ending versus a word with no ending.\n see \"FIGURE 2 Awareness of morphological endings word sort\"\n\n \"To present the word sorts to children, the words depicted in the boxes in Figures 1, 2, and 3 can be printed on cards. To scaffold instruction, the teacher first guides the child through sorting the cards by modeling the process using a think-aloud; as the child moves closer to mastering the concept, greater responsibility can be assumed for task completion.In addition to the kinesthetic aspect embedded in this task, teachers also may choose to have children say the words aloud, accentuating the various components while they trace them. This encourages children to focus on the word's phonemic elements and, in so doing, builds their phonemic awareness. By saying each phoneme slowly, the child is able to note how phonemes are represented in print. Such multisensory practice has been found to be most effective for children experiencing spelling difficulties (Moats, 1995). The word sort can be further adjusted to accommodate the child's growing knowledge of word analysis by varying the words representing the feature or by addressing entirely new features.\"\n\n \"Once children understand the phonological, morphological, and orthographic patterns, it is likely that they will need many opportunities to practice and internalize the relationships (Moats, 1995). It is at this point that they can be given instructional strategies to help them memorize the spellings of particular words. Multisensory techniques, such as Gillingham and Stillman's (1997) Simultaneous Oral Spelling, and Fernald's method (1943), as well as computer programs such as Spell It Deluxe, Spelling Blaster, and Word Maker are often beneficial.\"","not stated","not explicitly stated for tc2","not explicitly stated for tc2","shared reading experiences or taped passages\n\n\"Activities centered on shared reading experiences or taped passages with material chosen to ex-pose children to many verbs with -ed or -ing endings enable children to see and hear these words at the same time.\" (p. 173)","generalize learning within the sentence and paragraph context and identify verbs ending in -ed and increase children's awareness of morphological features\n\n\"To further generalize learning within the sentence and paragraph context, reading a story in the past tense and having children search for verbs ending in -ed helps them to understand that some words (the targeted words in this case) are verbs and that ending -ed indicates the story has taken place in the past.... These experiences with text will increase children's awareness of morphological features.\" (p. 173)","not stated","from p. 173:\n- \"To further generalize learning within the sentence and paragraph context, read-ing a story in the past tense and having children search for verbs ending in -ed helps them to understand that some words (the targeted words in this case) are verbs and that ending -ed indicates the story has taken place in the past. Recommended books include Miss Rumphius (Cooney, 1982), A Chair for My Mother(Williams, 1982), and TheArt Lesson(dePaola, 1989).\"\n- \"A discussion can generate a list of base words to determine whether children understand the rule system governing base word changes. Within the shared reading format, children also can be asked to search for examples of a particular spelling pat-tern or for a contrasting pattern while reading a passage.\"\n- \"For example, children are given the word jump and asked to spell jumped. This type of scaffolding may be a logical first step as children be-gin to make the transition from oral language to the actual writing of words with inflected endings.\"","not stated","not explicitly stated for tc3","not explicitly stated for tc3","Cloze techniques\n\n\"Cloze techniques offer additional opportunities for children to apply word structures in written contexts.\" (p,173)","use their knowledge of language to determine the missing verb and its proper grammatical form verbally and in writing\n\n\"They also may be asked to verbalize their spelling strategies prior to representing the missing verb in writing.\" (p. 173)\n\n\"In this procedure, children are presented with sentences in which the verb is left blank. They are encouraged to use their knowledge of language to determine the missing verb and its proper grammatical form.\" (p. 173)","not stated","from p. 173:\n- \"In this procedure, children are presented with sentences in which the verb is left blank. They are encouraged to use their knowledge of language to determine the missing verb and its proper grammatical form.\" \n- \"They also may be asked to verbalize their spelling strategies prior to representing the missing verb in writing. Through such verbalization they can be guided to apply words they use in spoken language to written sentences.\"","not stated","not explicitly stated for tc4","not explicitly stated for tc4","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","outcome measures reported for morphological awareness are presented generally (p. 170-171)"]
["Hempenstall, 2015","Spelling Mastery and Spelling through Morphographs: Direct Instruction programs for beginning and low-progress spellers","teach students to put bases (root words) and affixes together to form words\n\n\"The morphemic approach to spelling teaches students to appreciate bases (root words) and affixes and to put them together to form words.\" (p. 67)","word building\n\nsee \"Figure 6. Orally presented morphemic exercise: Lesson 5, Spelling through Morphographs (Marchand-Martella, n.d.).\" (p. 67)","not explicitly stated for tc1","not stated ","- see \"Figure 6. Orally presented morphemic exercises: Lesson 5, Spelling through Morphographs\" (p. 67) for \"Word Building\" example script for activity","not stated","not explicitly stated for tc1","n/a","Morphographic analysis\n\n\"Figure 7. Morphographic analysis progresses through five stages of difficulty (Marchand-Martella,n.d.)","not explicitly stated for tc2","not stated ","from p. 68:\n- see \"Figure 7. Morphographic analysis progresses through five stages of difficulty (Marchand-Martella,n.d.); \"Morphograph Analysis progresses through five stages of difficulty, starting with a relatively simple analysis. 1. Students analyze words containing only previously taught morphographs... 2. The exercise remains basically the same, except that students must now analyze words involving a spelling rule that has been previously taught and thoroughly reviewed... 3. The number of morphographs is no longer indicated.... 4. The word contains one morphograph not previously taught. The student underlines the known morphographs... 5. Finally, the studenet analyzes words that contain new morphographs and that involve spelling rules...\"","Other: not stated","not explicitly stated for tc2","n/a","n/a","n/a","Other: not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","no outcome measures reported"]
["Henbest et al., 2019","Speech-Language Pathologist--Guided Morphological Awareness Instruction in the General Education Classroom.","understand and use target affixes\n\n\"The morphological awareness lessons were based on Apel, Brimo, Diehm, and Apel (2013), in which target affixes were taught in activities that encouraged the students to understand and use those affixes.\" (p. 773)","\"Listening/identification activity\"\n\nfrom the \"Instructional activity\" column in \"Table 1. Examples of morphological awareness lesson activities\" (p. 774)","identify words with the target affix\n\n\"For each lesson, the teachers introduced the target affix, modeled its definition and characteristics (including phonological and orthographic qualities), engaged the children in activities using the affix, and then gave the students an opportunity to identify the affixes independently, with scaffolding as needed.\" (p. 773)\n\nand\n\"Students are encouraged to indicate when they hear a word with the target affix.\" (see \"Listening/identification activity\" in \"Table 1.Examples of morphological awareness lesson activities\", p. 774)","not stated ","dosage: \"After completing a webinar training in morphological awareness, 2 general education teachers implemented morphological awareness lessons in their classrooms over an 8-week period.\" (abstract, p. 771)\n\"The lessons were implemented over an 8-week period, averaging, approximately, three lessons per week (26 total lessons provided). Based on the SLP's observations as well as reports from the teachers, each lesson was generally 30-45 min in length.\" (p. 775)\n\nfrom p. 773 - general description of lessons:\n \"For each lesson, the teachers introduced the target affix, modeled its definition and characteristics (including phonological and orthographic qualities), engaged the children in activities using the affix, and then gave the students an opportunity to identify the affixes independently, with scaffolding as needed. Both inflectional and derivational affixes were covered in the lessons in the following order: plural 's' (e.g., dogs), progressive '-ing'‚ (e.g., running), past tense '-ed' (e.g.,hugged), third-person 's' (e.g. jogs), 'un-' (e.g., unkind), 're-' (e.g., redo), '-er' (e.g., farmer), 'dis-' (e.g., dislike), '-ly' (e.g., sadly). Each affix was covered over two lessons (typically one lesson per day). Lesson examples are provided in Table 1. In addition, there were three review lessons , which reviewed the three previously learned affixes, as well as a grand review, which covered all previously learned affixes. Scripts for the lessons were provided, but flexibility was encouraged if the intent of the lessons was maintained. Although the lessons' activities varied across days, the structure of the lessons primarily followed the scaffolded framework of 'I do,' 'We do' and 'You do',(Keesey, Konrad, & Joseph, 2015).\" (p. 773)\n\nsee \"Description\" column for Listening/identification activity from \"Table 1.Examples of morphological awareness lesson activities\", p. 774 :\n \"Teacher names aloud target affixed words and provides definition. Students are encouraged to indicate when they hear a word with the target affix.\" \n\nsee \"Example from script\" column for Listening/identification activity from \"Table 1.Examples of morphological awareness lesson activities\", p. 774 :\n \"Listen to these words with the 'dis' prefix and what they mean... Disable - not to be able...\"; \"...When you hear a a word with the 'dis' prefix at the beginning that means 'not to', raise up your magnifying glass...\"\n \"In the lessons, when the affixes were presented as phonetic symbols between slashes, the teachers were instructed to pronounce the affix rather than say its letters.\"\n\nmaterials: \"The SLP provided the teachers with all the necessary materials that were not readily available in the classroom (e.g., lesson scripts, pictures for affix books).\" (p. 775)","not stated","not explicitly stated for tc1","not explicitly stated for tc1","\"Word sorting\"\n\nfrom the \"Instructional activity\" column in \"Table 1.Examples of morphological awareness lesson activities\" (p. 774)","to provide the definition of the target affixed words, identify words containing the target affix, study the spelling of the affix; to identify the affixes independently\n\nsee \"Description\" column for Word sort from \"Table 1.Examples of morphological awareness lesson activities\", p. 774 :\n- \"Students provide the definition of the target affixed words. Teacher names words with and without affix. The students give thumbs up when the word contains affix. The teacher sorts words into piles depending on whether or not it contains the target affix. Teacher and students study the spelling of the affix.\"\n\n\"For each lesson, the teachers introduced the target affix, modeled its definition and characteristics (including phonological and orthographic qualities), engaged the children in activities using the affix, and then gave the students an opportunity to identify the affixes independently, with scaffolding as needed.\" (p. 773)","not stated ","dosage:\"After completing a webinar training in morphological awareness, 2 general education teachers implemented morphological awareness lessons in their classrooms over an 8-week period.\" (abstract, p. 771)\n \"The lessons were implemented over an 8-week period, averaging, approximately, three lessons per week (26 total lessons provided). Based on the SLP's observations as well as reports from the teachers, each lesson was generally30-45 min in length.\" (p. 775)\n\nfrom p. 773 - general description of lessons:\n \"For each lesson, the teachers introduced the target affix, modeled its definition and characteristics (including phonological and orthographic qualities), engaged the children in activities using the affix, and then gave the students an opportunity to identify the affixes independently, with scaffolding as needed. Both inflectional and derivational affixes were covered in the lessons in the following order: plural \"-s\" (e.g., dogs), progressive \"-ing\" (e.g., running), past tense \"-ed\"(e.g.,hugged), third-person \"s\" (e.g. jogs), \"un-\" (e.g., unkind), \"re-\" (e.g., redo), \"-er\" (e.g., farmer), \"dis-\" (e.g., dislike), \"-ly\" (e.g., sadly). Each affix was covered over two lessons(typically one lesson per day). Lesson examples are provided in Table 1. In addition, there were three review lessons ,which reviewed the three previously learned affixes, as well as a grand review, which covered all previously learned affixes. Scripts for the lessons were provided, but flexibility was encouraged if the intent of the lessons was maintained.Although the lessons' activities varied across days, the structure of the lessons primarily followed the scaffolded framework of \"I do\"‚ \"We do\", and \"You do\", (Keesey, Konrad, & Joseph, 2015).\" (p. 773)\n\nsee \"Description\" column for Word sort from \"Table 1.Examples of morphological awareness lesson activities\", p. 774 :\n \"Students provide the definition of the target affixed words. Teacher names words with and without affix. The students give thumbs up when the word contains affix. The teacher sorts words into piles depending on whether or not it contains the target affix. Teacher and students study the spelling of the affix.\"\n\nsee \"Example from script\" column for Word Sort from \"Table 1.Examples of morphological awareness lesson activities\", p. 774 :\n \"I will say a word with the /dis/ prefix and you will say what it means.\"; \"...disquiet, disable, place...\"; \"What do you notice about how the/dis/ is spelled?\"\n \"In the lessons, when the affixes were presented as phonetic symbols between slashes, the teachers were instructed to pronounce the affix rather than say its letters.\"\n\nmaterials: \"The SLP provided the teachers with all the necessary materials that were not readily available in the classroom (e.g., lesson scripts, pictures for affix books).\" (p. 775)","not stated","not explicitly stated for tc2","not explicitly stated for tc2","\"Written identification activity\"\n\nfrom the \"Instructional activity\" column in \"Table 1.Examples of morphological awareness lesson activities\" (p. 774)","identify the target affix in the written word\n\n\"For each lesson, the teachers introduced the target affix, modeled its definition and characteristics (including phonological and orthographic qualities), engaged the children in activities using the affix, and then gave the students an opportunity to identify the affixes independently, with scaffolding as needed.\" (p. 773)\n\nand\n\"The students practice identifying the target affix in the written word with guidance\" (p. 774, Table 1)","not stated","dosage:\"After completing a webinar training in morphological awareness, 2 general education teachers implemented morphological awareness lessons in their classrooms over an 8-week period.\" (abstract, p. 771)\n \"The lessons were implemented over an 8-week period, averaging, approximately, three lessons per week (26 total lessons provided). Based on the SLP's observations as well as reports from the teachers, each lesson was generally30-45 min in length.\" (p. 775)\n\nfrom p. 773 - general description of lessons:\n \"For each lesson, the teachers introduced the target affix, modeled its definition and characteristics (including phonological and orthographic qualities), engaged the children in activities using the affix, and then gave the students an opportunity to identify the affixes independently, with scaffolding as needed. Both inflectional and derivational affixes were covered in the lessons in the following order: plural \"s\" (e.g., dogs), progressive \"-ing\" (e.g., running), past tense \"-ed\" (e.g.,hugged), third-person \"s\" (e.g. jogs), \"un-\" (e.g., unkind), \"re-\" (e.g., redo), \"-er\" (e.g., farmer), \"dis-\" (e.g., dislike), \"-ly\" (e.g., sadly). Each affix was covered over two lessons(typically one lesson per day). Lesson examples are provided in Table 1. In addition, there were three review lessons ,which reviewed the three previously learned affixes, as well as a grand review, which covered all previously learned affixes. Scripts for the lessons were provided, but flexibility was encouraged if the intent of the lessons was maintained.Although the lessons' activities varied across days, the structure of the lessons primarily followed the scaffolded framework of \"I do\"‚ \"We do\", and \"You do\" (Keesey, Konrad, & Joseph, 2015).\" (p. 773)\n\nsee \"Description\" column for Written identification activity from \"Table 1.Examples of morphological awareness lesson activities\", p. 774 :\n \"The teacher demonstrates how to identify the affix in the written word. The students practice identifying the target affix in the written word with guidance\"\n\nsee \"Example from script\" column for Written identification activity from \"Table 1.Examples of morphological awareness lesson activities\", p. 774 :\n \"...I see the letters 'd-i-s\" at the beginning of this word... I will circle the prefix...\"; \"...if you think the letters 'd-i-s' in \"displease\" are a prefix then circle them and write the meaning of that word on the line.\"\n \"In the lessons, when the affixes were presented as phonetic symbols between slashes, the teachers were instructed to pronounce the affix rather than say its letters.\"\n\nmaterials: \"The SLP provided the teachers with all the necessary materials that were not readily available in the classroom (e.g., lesson scripts, pictures for affix books).\" (p. 775)","not stated","not explicitly stated for tc3","not explicitly stated for tc3","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","Instructional activity lesson goal in table 1 could be interpreted as an ingredient - does not meet the definition of a treatment component\n\noutcomes were for the study as a whole, not individuals treatment components\n\nDerivational spelling task (p. 775) can be matched to tc2; affix identification task (p. 774) can be matched to tc2 and tc3; This may be an outcome measure for tc2 - Word Sorting because the description of the activity in Table 1 indicates that the teacher and students study the spelling of the affix - \"Spelling multimorphemic words. The students spelled 18 multimorphemic words to dictation. Words were presented in isolation, in a sentence, and then again in isolation. Based on Apel et al. (2013), the task measured the students' awareness of the spelling of written affixes and their base words.\" (p. 774-775) \n"]
["Hernández et al., 2016","Using Spanish-English Cognates in Children's Choices Picture Books to Develop Latino English Learners' Linguistic Knowledge","to teach cognate recognition through the study of prefixes, root words, and suffixes in order to recognize unfamiliar English words and comprehend English vocabulary\n\n\"Teaching Latino English learners about roots and affixes helps them to recognize unfamiliar English words as cognates to comprehend English vocabulary\" (p. 235)\nand\n\"The Children's Choices picture books provide excellent opportunities for designing morphology lessons to teach cognate recognition through the study of prefixes, root words, and suffixes..\" (p. 236)","an activity is not explicitly stated for \"Prefixes: Cognate Morphology Strategy 1\" (p. 236)","to teach Latin and Greek prefixes that are identical or similar in both languages\n\n\"One way to enhance students' vocabulary while promoting the development of cognate recognition strategies is to teach Latin and Greek prefixes that are identical or similar in both languages.\" (p. 236)","not stated ","from p. 236:\n information on the database:\" To provide teachers with a resource for designing cognate vocabulary lessons, we have created the Children's Choices Cognate Database (available at www.angelfire.com/ill/monte/childrenschoices.html ). The database allows readers to search for cognates in the Children's Choices books for 2014 and 2015. To use the database, type a title in the appropriate text box and click the Search button, and all of the cognates in that title will appear.\" (p. 234)","Other: n/a","n/a","n/a","an activity is not explicitly stated for\n\"Root Words: Cognate Morphology Strategy 2...\"","use root words to deduce the meaning of unfamiliar words\n\n\"Root Words: Cognate Morphology Strategy 2\" (p. 236)\n\n\"Introducing students to Latin and Greek root words and example Spanish-English cognates gives Latino English learners one more strategy to deduce the meaning of unfamiliar words... Teachers can design other lessons using root words from the books in the database to help students recognize cognates to make meaning.\" (p. 236)","not stated "," information on the database:\" To provide teachers with a resource for designing cognate vocabulary lessons, we have created the Children's Choices Cognate Database (available at www.angelfire.com/ill/monte/childrenschoices.html ). The database allows readers to search for cognates in the Children's Choices books for 2014 and 2015. To use the database, type a title in the appropriate text box and click the Search button, and all of the cognates in that title will appear.\" (p. 234)","not stated","n/a","n/a","an activity is not explicitly stated for \"Suffixes: Cognate Morphology Strategy 3\" ","use suffixes to help student recognize words as cognates\n\n\"Various English suffixes correspond to Spanish suffixes that help students recognize words as cognates.\" (p. 236)","not stated","information on the database:\" To provide teachers with a resource for designing cognate vocabulary lessons, we have created the Children's Choices Cognate Database (available at www.angelfire.com/ill/monte/childrenschoices.html ). The database allows readers to search for cognates in the Children's Choices books for 2014 and 2015. To use the database, type a title in the appropriate text box and click the Search button, and all of the cognates in that title will appear.\" (p. 234)","not stated","not explicitly stated for tc3","n/a","book walk\n\n\"For second-grade students, we suggest the familiar practice of a book walk to make predictions, listen to the story, and discuss the predictions, themes, characters, settings, and plot.\" (p. 236)","teach students select cognates and compare the English-Spanish pairs\n\n\"Teachers can then teach the selected cognates and compare the English-Spanish pairs.\" (p. 236)","not stated","from p. 236-237:\n\nfor second grade students:\n \"For second-grade students, we suggest the familiar practice of a book walk to make predictions, listen to the story, and discuss the predictions, themes, characters, settings, and plot. Teachers can then teach the selected cognates and compare the English-Spanish pairs.\"\n\nfor third-fourth grade students:\n \"For third and fourth graders, teachers can also incorporate the book reading practices and pre-teach the selected cognate pairs.\"\n \"Furthermore, for third and fourth graders, The Day the Crayons Quit lends itself to teaching morphology and orthography lessons: (a) converting English adverbs ending in -ly into Spanish adverbs ending in - mente , such as finally / finalmente ; and (b) the spelling generalization for transforming double consonants in English to single consonants in Spanish, such as class / clase.\"\n\nfor both second grade and third-fourth grade students: \n\"In both cases, teachers can return to the story to discuss the cognates in context to provide students with a stronger understanding of the words. To strengthen their learning of the cognates, students can create cognate flashcards to practice with others or by themselves.\"","not stated","not explicitly stated for tc4","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","no outcome measures reported"]
["Herrington & MackenHorarik, 2015","Linguistically informed teaching of spelling: Toward a relational approach","learning in spelling and other reading related activities; identify and learn about the most commonly used morphemes in written words; learn about (1) the identification of written morphemes (2) learning about the meaning or function of morphemes (3) and most importantly, making an explicit connection between the meaningful forms (morphemes) and the way these written forms sound (phonemes)\n\n- \"A teaching toolkit was developed as a resource to support each teacher implementing the spelling intervention...\"An important goal of the intervention content was to assist children in identifying and learning about the most commonly used morphemes in written words... So, the intervention design incorporated only the most commonly used affixes and roots (e.g. -less, -able, un-, dix-, help, sign) which both highlighted the morphonemic principle and had the greatest potential for propelling the children's learning forward in spelling and other reading related activities. The key aspects of the intervention that were distinctive to the relational approach included (1) the identification of written morphemes (2) learning about the meaning or function of morphemes (3) and most importantly, making an explicit connection between the meaningful forms (morphemes) and the way these written forms sound (phonemes).\" (p. 65)","no activity explicitly stated","to identify and learn about the most commonly used morphemes in written words, including the affixes and roots (e.g. -less, -able, un-, dix-, help, sign) for learning in spelling and other reading related activities\n\n\"An important goal of the intervention content was to assist children in identifying and learning about the most commonly used morphemes in written words... So, the intervention design incorporated only the most commonly used affixes and roots (e.g. -less, -able, un-, dix-, help, sign) which both highlighted the morphonemic principle and had the greatest potential for propelling the children's learning forward in spelling and other reading related activities.\" (p. 65)","not stated ","\"A teaching toolkit was developed as a resource to support each teacher implementing the spelling intervention and shared in one-on-one sessions between the research and teachers. The toolkit included information about how the structure of words represented both sounds and meaningful forms, how to identify morphemes and types of morphemes... (e.g. -ion, -Ian, -ness, -ous).\" (p. 65)\n\n\"So, the intervention design incorporated only the most commonly used affixes and roots (e.g. -less, -able, un-, dis-, help sign)...\" (p. 65)\n\nfrom p. 65:\n- \"Teachers were encouraged to initiate class discussions about a single word and scaffold children to increased sensitivity to the significance of morphemes and the role they play in the spelling system. For example, in one classroom in the study the teacher put the word remember on the board and expertly guided her class to discover the three morphemes re mem (b) and er... The children were encouraged to find other words with the same root morpheme mem meaning \"call to mind'.\"\n\ndosage: 10 week program - see \"Teachers participating in this study administered spelling tests the day before the start of the intervention for the collection of pre-test data on the day after the end of the ten week intervention for the collection of post-test data.\" (p. 66)","not stated","not explicitly stated for tc1","researcher developed tool, the \"Morphological Spelling Test (MST)\"\n\n\"The MST was not standardised, but the results were of particular interest to this study because it was specifically designed by the researcher to extract information children had about phonemes and morphemes and how children used this knowledge together to spell words...\" (p. 66) ","n/a","n/a","not stated ","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","outcome measure reported for morphological awareness was researcher developed; teachers administered spelling tests; researcher conducted all analyses\n\n\"Teachers participating in this study administered spelling tests the day before the start of the intervention for the collection of pre-test data on the day after the end of the ten week intervention for the collection of post-test data.\" (p. 66)"]
["Hickey & Lewis, 2013","The Common Core, English Learners, and Morphology 101: Unpacking LS.4 for ELLs","morphological development of bilingual students\n\n\"In this article, we provide an overview of morphology as it is addressed through the CCLS, identify the issues around the development of morphological awareness in English for second language learners, and share effective instructional practices and resources for appropriately supporting the morphological development of bilingual students.\" (abstract, p. 69)","Charts for generative activities - word trees\n\n\"One easy way to begin morphological awareness instruction is through the use of word trees (Bear, Invernizzi, Templeton, & Johnston, 2012) or charts that demonstrate the relationships of related words.\" (p. 77)","not explicitly stated for tc1","not stated ","\"Begin by writing a Greek or Latin word element, like the Greek cycl on chart paper, followed by words that contain this root like recycle, bicycle, and cyclone. Discuss what the example words have in common and support students as they hypothesize the meaning of the Greek roots before revealing the definition, which is circle. Next, challenge students to brainstorm other words that are morphologically related to add to the chart (some examples are encyclopedia, tricycle, motorcyclist, cyclical). Students can also create personal versions of these charts and make illustrations to help them remember new words.\" (p. 77-78)","not stated","not explicitly stated for tc1","n/a","Inflectional suffix -ed word sort\n\n\"This principle becomes clearer to students through word sorting.\" (p. 78)","helping the students determine the sound pronounced as well as if a new syllable is added\n\n\"Select one word as a sample for each category. Say each word with the class, helping the students determine the sound pronounced as well as if a new syllable is added.\" (p. 78)","not stated ","from p. 78:\n\n- \"Start with a list of high frequency words that end in -ed. Select one word as a sample for each category. Say each word with the class, helping the students determine the sound pronounced as well as if a new syllable is added. Then, ask students to work together to sort the remaining words. Help students generate the rules (listed above) that govern the pronunciation.\"\n\n- \"Initially, many students are perplexed by the fact that the inflectional morpheme -ed has three pronunciations in English: /t/, /d/, and /ed/. We say /t/ for words that end in an unvoiced phoneme like walked, stopped, and liked. We use /d/ when pronouncing the -ed at the end of a word with a voiced phoneme like turned, grabbed, and stirred. We pronounce the -ed as an additional syllable, /ed/, when a word ends with a /t/ or /d/, as in needed, added, acted, or wanted.\"","not stated","not explicitly stated for tc2","n/a","Caeser Pleaser card game\n\n\"Once Latin word elements have been introduced, students can practice their morphological skills by playing games. Caeser Pleaser, developed by Hosty and Gips at www.play2read.com, is a game played with a deck of cards, each of which lists an affix like dis-, sub-, and -tion, along with word root like ject and tract.\" (p. 78)","combine affixes and roots to form words\n\n\"... game played with a deck of cards, each of which lists an affix like dis-, sub-, and -tion, along with word root like ject and tract. Each card contains the definition for that word element. To play, 16 cards are laid out face up. Students compete to be the first to combine these elements to form words.\" (p. 78)","not stated","from p. 78:\n- \"Once Latin word elements have been introduced, students can practice their morphological skills by playing games. Caeser Pleaser, developed by Hosty and Gips at www.play2read.com, is a game played with a deck of cards, each of which lists an affix like dis-, sub-, and -tion, along with word root like ject and tract. Each card contains the definition for that word element. To play, 16 cards are laid out face up. Students compete to be the first to combine these elements to form words. The greater number of morphemes included in the word, the greater the points earned. With the help of lists that contain Latin and Greek word elements, teachers can produce any number of games to help students practice targeted morphological families.\"","not stated","not explicitly stated for tc3","n/a","cognate treasure hunt\n\n\"Consider holding a cognate 'treasure hunt' to support students' awareness of cognates in their L1 and English.\" (p. 79)","to support students' awareness of cognates in their L1 and English\n\n\"Consider holding a cognate 'treasure hunt' to support students' awareness of cognates in their L1 and English.\" (p. 79)","not stated","from p. 79:\n- \"Bilingual children's picture books with text in L1 and in English are ideal for this activity. Preview the text to identify shared cognates. Consult a list that shows cognates in the student's L1 and English or ask a colleague who is familiar with the language. Note words that are similar in both texts, being wary not to include false cognates. This is more difficult to do in languages, such as Russian, that use a different alphabet, but it is possible, especially with students who have strong L1 literacy skills, as Slavic languages share many cognates with English (зебра/zebra; видео/video - a resource for Russian-English cognates is posted in Appendix B). For students coming from writing systems different from English, cognates may be more identifiable through their pronunciation rather than their appearance. Once you have identified the cognates, have the students identify words that look or sound alike. Have the students create a cognate list. More cognates. Given that the majority of English learners in the United States speak Spanish, consider creating a cognate list as a classroom resource. Using a Spanish-English cognate list, identify words that students are likely to encounter in the current or upcoming curriculum, and invite students to create a class chart showing the Spanish-English words side by side to highlight their similarities, such as verbo/verb. We include a resource for identifying Spanish-English cognates in Appendix B.\"\n\nfrom Appendix B, \"Resources for Understanding and Teaching Morphological Awareness\" books and online resources (p. 81-82):\n\n\"Books Bear, D. Invernizzi, M. Templeton, S. & Johnston, F. (2012). Words their way: Word study for phonics, vocabulary, and spelling instruction (5th ed.). Boston: Pearson. Helman, L., Bear, D., Templeton, S., Invernizzi, Johnston, F. (2012). Words their way with English learners: Word study for phonics, vocabulary, and spelling (2nd ed.). Boston: Pearson. Freeman, D.E., & Freeman, Y.S. (2004). Essential linguistics: What you need to know to teach reading, ESL, spelling, phonics, and grammar. Portsmouth, NH: Heinemann. Herrera, S.G., Perez, D.R., & Escamilla, K. (2010). Teaching reading to English language learners: Differentiated literacies. Boston: Allyn & Bacon. Lems, K., Miller, L.D., & Soro, T.M. (2010). Teaching reading to English language learners: Insights from linguistics. New York: The Guilford Press. Scarcella, R.C. (2003). Accelerating academic English: A focus on the English learner. Oakland, CA: Regents of the University of California available at: exstream.ucsd.edu/UCPDI/webtool/html/publications/ell_book_all.pdf Online Resources, General Wikipedia (www.wikipedia.org) generally has accurate and useful information regarding languages, as well as linguistics, including morphology. \u0002Frankfurt International School (http://esl.fis.edu/grammar/langdiff) has information on 16 languages. This website is designed for teachers of English learners. For information about cognate instruction, visit WETA's educational initiative (www.colorincolorado.org/article/14307). Online Etymology Dictionary (http://www.etymonline.com). Information on False Cognates is at Spanish Learning (www.spanish.bz/false-cognates.htm), Brown University's Language Resource Center (www.brown.edu/Departments/LRC/pluma/voc_false_cognates.pdf), and About.com's Guides (french.about.com/cs/vocabulary/a/falsecognates.htm, german.about.com/library/blfalsef.htm). Caesar Pleaser Latin Word Elements Card game from Play2Read (www.play2read.com/caesar.html or contact Michelle Gips, MA, CCC-SLP at (301) 509-6263). Online Resources, Language-Specific Mandarin Chinese: Scarcella (2003). About.com Guide, (mandarin.about.com/od/educationlearning/tp/ learn_by_step. htm) Hindi: Omniglot (www.omniglot.com/writing/hindi.htm) Morphology 10182 VOLUME 23 THE LANGUAGE AND LITERACY SPECTRUM Online Resources, Language-Specific (continued) Hmong; Scarcella (2003). Omniglot (www.omniglot.com/writing/hmong.htm) Japanese:About.com Guide (japanese.about.com) Korean:Omniglot (www.omniglot.com/writing/korean.htm) Russian: Language Daily (russian.languagedaily.com/wordsandphrases/Russian-cognates) Spanish: Scarcella (2003) Spanish Language Guide (www.spanishlanguageguide.com) About.com Guide (spanish.about.com) Velazquez Spanish Cognates (spanishcognates.org) Vietnamese:Omniglot (www.omniglot.com/writing/vietnamese.htm) \"","not stated","not explicitly stated for tc4","n/a","Latin Root Jeopardy","determine the correct word - of words that contain the same root - that matches the definition\n\n\"Each category for the game consists of a root the students have been studying. For the clues of the category, select five words that contain the same root, and write the definition of the word on a card. Students collaborate to determine the correct word that matches the definition.\" (p. 78)","not stated","\"Another student favorite is Latin Root Jeopardy (Bear et al., 2012). Each category for the game consists of a root the students have been studying. For the clues of the category, select five words that contain the same root, and write the definition of the word on a card. The $100 clues are the easiest, while $500 clues are the most difficult. Students collaborate to determine the correct word that matches the definition.\" (p. 78)","Other: not stated","not explicitly stated for tc5","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","no outcome measures stated"]
["Ho et al., 2012","The core components of reading instruction in Chinese.","not explicitly stated for the morphological component of the intervention","not explicitly stated for tc1","understand the correspondence between a syllable and a meaning (i.e., a morpheme), and syllables with multiple meanings (i.e., homophones)\n\n\"For the instruction on morphological skills, the children were first taught the correspondence between a syllable and a meaning (i.e., a morpheme), and then some syllables with multiple meanings (i.e., homophones) through pictures and sounds of common objects. Later characters with multiple meanings (i.e.,homographs), and some simple word compounding rules were introduced. The students were taught how to use the combination of morpheme meaning to understand unfamiliar words and sentences.\" (p. 866)","not stated ","dosage: \"To implement the Tier 1 curriculum in the Program school, 60-90 min per week were spent on teaching the core skills in Grade 1 and Grade 2 with the activities developed by the research team. The Program School also implemented its own language instruction which was primarily textbook-based and guided by whole-language philosophy. Each student therefore received 3.5 h of traditional Chinese language instruction enhanced by 1.5 h of Tier1 curriculum each week in Grade 1 and Grade 2.\" (p. 867)\n\n\"For the instruction on morphological skills, the children were first taught the correspondence between a syllable and a meaning (i.e., a morpheme), and then some syllables with multiple meanings (i.e., homophones) through pictures and sounds of common objects. Later characters with multiple meanings (i.e.,homographs), and some simple word compounding rules were introduced. The students were taught how to use the combination of morpheme meaning to understand unfamiliar words and sentences.\" (p. 866)\n\n \"Lesson plans stating the steps and procedures of conducting the learning activities were provided. Each new concept was explicitly introduced with visual presentation of PowerPoint slides, supplemented with multi-sensory games or activities, and consolidated with worksheets or exercises. Therefore, the intervention consisted of whole-class explicit teaching, teacher-directed games, and multi-sensory activities to learn oral, word-, and text-level skills that are important to Chinese reading acquisition.\" (p. 868)","not stated","not explicitly stated for tc1","not explicitly stated for tc1","not explicitly stated for tc2","to understand characters with multiple meanings (i.e.,homographs), and simple word compounding rules\n\n\"For the instruction on morphological skills, the children were first taught the correspondence between a syllable and a meaning (i.e., a morpheme), and then some syllables with multiple meanings (i.e., homophones) through pictures and sounds of common objects. Later characters with multiple meanings (i.e.,homographs), and some simple word compounding rules were introduced. The students were taught how to use the combination of morpheme meaning to understand unfamiliar words and sentences.\" (p. 866)","not stated ","dosage: \"To implement the Tier 1 curriculum in the Program school, 60-90 min per week were spent on teaching the core skills in Grade 1 and Grade 2 with the activities developed by the research team. The Program School also implemented its own language instruction which was primarily textbook-based and guided by whole-language philosophy. Each student therefore received 3.5 h of traditional Chinese language instruction enhanced by 1.5 h of Tier1 curriculum each week in Grade 1 and Grade 2.\" (p. 867)\n\n\"For the instruction on morphological skills, the children were first taught the correspondence between a syllable and a meaning (i.e., a morpheme), and then some syllables with multiple meanings (i.e., homophones) through pictures and sounds of common objects. Later characters with multiple meanings (i.e.,homographs), and some simple word compounding rules were introduced. The students were taught how to use the combination of morpheme meaning to understand unfamiliar words and sentences.\" (p. 866)\n\n \"Lesson plans stating the steps and procedures of conducting the learning activities were provided. Each new concept was explicitly introduced with visual presentation of PowerPoint slides, supplemented with multi-sensory games or activities, and consolidated with worksheets or exercises. Therefore, the intervention consisted of whole-class explicit teaching, teacher-directed games, and multi-sensory activities to learn oral, word-, and text-level skills that are important toChinese reading acquisition.\" (p. 868)","Other: n/a","not explicitly stated for tc2","not explicitly stated for tc2","not explicitly stated for tc3","to use the combination of morpheme meaning to understand unfamiliar words and sentences\n\n\"For the instruction on morphological skills, the children were first taught the correspondence between a syllable and a meaning (i.e., a morpheme), and then some syllables with multiple meanings (i.e., homophones) through pictures and sounds of common objects. Later characters with multiple meanings (i.e.,homographs), and some simple word compounding rules were introduced. The students were taught how to use the combination of morpheme meaning to understand unfamiliar words and sentences.\" (p. 866)","not stated","dosage: \"To implement the Tier 1 curriculum in the Program school, 60-90 min per week were spent on teaching the core skills inGrade 1 and Grade 2 with the activities developed by the research team. The Program School also implemented its own language instruction which was primarily textbook-based and guided by whole-language philosophy. Each student therefore received 3.5 h of traditional Chinese language instruction enhanced by 1.5 h of Tier1 curriculum each week in Grade 1 and Grade 2.\" (p. 867)\n\n\"For the instruction on morphological skills, the children were first taught the correspondence between a syllable and a meaning (i.e., a morpheme), and then some syllables with multiple meanings (i.e., homophones) through pictures and sounds of common objects. Later characters with multiple meanings (i.e.,homographs), and some simple word compounding rules were introduced. The students were taught how to use the combination of morpheme meaning to understand unfamiliar words and sentences.\" (p. 866)\n\n \"Lesson plans stating the steps and procedures of conducting the learning activities were provided. Each new concept was explicitly introduced with visual presentation of PowerPoint slides, supplemented with multi-sensory games or activities, and consolidated with worksheets or exercises. Therefore, the intervention consisted of whole-class explicit teaching, teacher-directed games, and multi-sensory activities to learn oral, word-, and text-level skills that are important to Chinese reading acquisition.\" (p. 868)","not stated","not explicitly stated for tc3","not explicitly stated for tc3","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","outcome measures on morphological awareness are presented for the study, and not specified for any of the presented targets of treatment"]
["Lyster, 2002","The effects of morphological versus phonological awareness training in kindergarten on reading development.","no aim was stated","the activity/activities are not explicitly stated","derive words using target affixes; learn about plural nouns and the past tense verbs, and about different prefixes and suffixes; find different words in compound words\n\n\"The children made compound words out of two words and found the different words in compound words. They learned about grammatical units expressing the noun's plural form and the verb's past tense and about different prefixes and suffixes, e.g. mis- in misunderstanding and -less in fearless.\" (p. 266)","not stated ","from p. 266:\n- \"Compound words, grammatical elements and a variety of prefixes and suffixes were used. The children made compound words out of two words and found the different words in compound words.\"\n- \"They learned about grammatical units expressing the noun's plural form and the verb's past tense and about different prefixes and suffixes, e.g. mis- in misunderstanding and -less in fearless.\"\n- \"The children in this group were also exposed to the written forms of the words they were working/playing with to the same degree and amount as the children in the Phonological Group. Exposure to print activities focused on bound morphemes as described in the appendix. Even if whole words were presented, focus was on the morphemes in question. Exposure to free morphemes, whole words, was only included in activities focusing on the concepts of words and sentences.\"\n\n \"In both experimental groups upper-case letters were used when words or letters were written on the blackboard or flip-over. Children in the experimental groups were exposed to no more than 30-35 different words during the experiment. \"\n\n \"Both groups were exposed to relatively short words, but while the Phonological Group was exposed to one-syllable words, the Morphological group as part of the experiment was exposed to two-syllable words as well as a few three-syllable words. Many of these words were relatively short, however, such asulykke(accident), leie(sad) and peier (a non-word created by some children and used when focusing on the plural ending -er).\"\n\ndosage: \"The children's training period lasted fromOctober/November to March/April, the amount of training being approximately 30-40 minutes once a week or 15-20 twice a week for 17 weeks.\" (p. 268)","not stated","not explicitly stated for tc1","not explicitly stated for tc1","not explicitly stated for tc2","identify words in compounds; manipulate compoounds; identify meaning of words\n\n\"They were finding words that consisted of two words. If they presented the word skoeske(shoebox), they had to find the two words shoe and box. They also had to delete one word at the time to find what was then left, and they had to move the last word in the compound word to the front of the word to create the word eskesko (boxshoe). Then they had to decide whether the new word was a real word and what meaning it had.\" (Appendix, p. 290)","not stated ","\"They were finding words that consisted of two words. If they presented the word skoeske(shoebox), they had to find the two words shoe and box. They also had to delete one word at the time to find what was then left, and they had to move the last word in the compound word to the front of the word to create the word eskesko (boxshoe). Then they had to decide whether the new word was a real word and what meaning it had.\" (Appendix, p. 290)\n\nfrom p. 266:\n \"The children in this group were also exposed to the written forms of the words they were working/playing with to the same degree and amount as the children in the Phonological Group. Exposure to print activities focused on bound morphemes as described in the appendix. Even if whole words were presented, focus was on the morphemes in question. Exposure to free morphemes, whole words, was only included in activities focusing on the concepts of words and sentences.\"\n\n\"In both experimental groups upper-case letters were used when words or letters were written on the blackboard or flip-over. Children in the experimental groups were exposed to no more than 30-35 different words during the experiment. \"\n\n \"Both groups were exposed to relatively short words, but while the Phonological Group was exposed to one-syllable words, the Morphological group as part of the experiment was exposed to two-syllable words as well as a few three-syllable words. Many of these words were relatively short, however, such asulykke (accident), leie (sad) and peier (a non-word created by some children and used when focusing on the plural ending -er).\"\n\ndosage: \"The children's training period lasted from October/November to March/April, the amount of training being approximately 30-40 minutes once a week or 15-20 twice a week for 17 weeks.\" (p. 268)","not stated","not explicitly stated for tc2","not explicitly stated for tc2","activities for prefixes and suffixes is not explicitly stated\n\n\"Other activities were focusing on prefixes and suffixes.\" (Appendix, p. 290)","target regarding prefixes and suffixes is not explicitly stated\n\n\"Other activities were focusing on prefixes and suffixes.\" (Appendix, p. 290)","not stated","from Appendix p. 290-291:\n \"An example is that the pre-school teacher puts a drawing (made by one of the children) on the board and says 'Look here is a pei'. Pei is a non-word with an acceptable Norwegian orthography. 'Look', the teacher goes on, 'the pei is happy (glad is the Norwegian word). Can you see that he is smiling?' Then the teacher places the two written words under the drawing and says: 'Look here is the word pei (points), and here is the word glad.' Then the teacher puts another pei (even more happy than the first one) besides the first one and asks the children if it is correct to say only pei and glad now. Then the children alone or with help from the pre-school teacher find out that there are two peier(plural is expressed with -er in Norwegian) and they are glade(adjective plural). The teacher and the children listen to the sound structure of pei and glad and find out that these words are not correct any more. They lack sounds in the 'tail', the ending -er and the ending -e. The children find with help from the teacher the pieces of paper (among several) with -er and -e and place them at the end of the non-word pei and at the end of glad. The teacher says: 'Look, we still have the word pei here,but we have added -er which tells us that we have more than one pei'. The teacher goes on pointing to the pei that is smiling the most and says: 'What do you think about this pei? Is it as happy as the first pei?' Together the children the pre-schoolteacher find the answer that this one is even happier, 'it is the happiest of the two peis. Then the superlative -est has to be added to glad instead of the -e (gladest).\"\n\n \"The same procedures were used for many of the morphemic presentations. But presentations were also done presenting only words and no drawings. One example is the following: The teacher asks the children if they know what the word lykkelig (happy) means. The children and the teacher talk about the meaning of the word and the children are presented with the printed word on the board. Then the teacher asks if the children know a word that means the opposite of happy. When they have found the word ulykkelig (unhappy), the teacher asks if they can hear any difference between lykkelig (happy) and ulykkelig (unhappy). Then they end up adding the prefix u- to lykkelig and focus on the part of the word that makes happy a word with opposite meaning.\"\n\nfrom p. 266:\n \"The children in this group were also exposed to the written forms of the words they were working/playing with to the same degree and amount as the children in the Phonological Group. Exposure to print activities focused on bound morphemes as described in the appendix. Even if whole words were presented, focus was on the morphemes in question. Exposure to free morphemes, whole words, was only included in activities focusing on the concepts of words and sentences.\"\n\n \"In both experimental groups upper-case letters were used when words or letters were written on the blackboard or flip-over. Children in the experimental groups were exposed to no more than 30-35 different words during the experiment. \"\n\n \"Both groups were exposed to relatively short words, but while the Phonological Group was exposed to one-syllable words, the Morphological group as part of the experiment was exposed to two-syllable words as well as a few three-syllable words. Many of these words were relatively short, however, such asulykke (accident), leie (sad) and peier (a non-word created by some children and used when focusing on the plural ending -er).\"","not stated","not explicitly stated for tc3","not explicitly stated for tc3","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","the outcome measures are described for the study as a whole (see p. 268-271) and not for any specific component of the morphological intervention. Word compounds and Analyses of word compounds could potentially be matched with tc1 (p. 270) and Knowledge of compound words, Word compounds and Analyses of compound words could be potentially matched with tc2 (p. 270). "]
["Lyster et al., 2013","The effects of biliteracy instruction on morphological awareness","not explicitly stated","story read aloud\n\n\"To emphasize the theme of heroism during the reading aloud of the story, English teachers drew attention to key words such as helpful, faithful, honour, and respected, while French teachers highlighted their French equivalents: serviable, fidèle, honneur, and respecté.\" (p. 178)","not explicitly stated for tc1","not stated ","from p. 177-178:\ndosage: The instructional interventions, which lasted an average of roughly 8-10 hours (4-5 hours each for Moon Man and Crictor), were not expected to be completely identical across classrooms.\"\n \"What remained constant across the interventions were the storybooks and their themes as well as the emphasis on derivational morphology as outlined in the materials provided to teachers during the workshops. In each language, teachers received a 4-page document for Moon Man and a 6-page document for Crictor suggesting various word-focused tasks. \n \"Prefixes appearing in these tasks included dis- and un- in English and de-, in-, and mal- in French. \"\n \"Suffixes in English included -able, -al, -ible, -ful, -ic, -ity, -ness, -ous, -sion, and -tion, while those in French included -able, -al, -eur, -eux, -ible, -ier, -ique, -iste, -ment, -te, and -tion. The focus was thus on bound morphemes and more frequently on suffixes than on prefixes.\" \n-\"...the illustrated storybooks used in the present study had no chapters. Consequently, some partner teachers read the storybooks at least once in each language while others opted to read short sections alternating between languages. In both cases, teachers drew attention to target words during their reading aloud and then followed up with scaffolding techniques or word games to focus on derivational morphology, as in the follow-ing example pertaining to Crictor.\n \"Crictor is a pet boa constrictor who, after saving his owner from a burglar at the story's climax, is awarded a medal for his bravery and has a statue erected in his.honour. To emphasize the theme of heroism during the reading aloud of the story, English teachers drew attention to key words such as helpful, faithful, honour, and respected, while French teachers highlighted their French equivalents: serviable, fidele, honneur, and respecte.","not stated","not explicitly stated for tc1","not explicitly stated for tc1","word-focused task\n\n\"A typical follow-up word-focused task used by one of the English teachers engaged students in using prefixes (i.e., un- and dis-) to form antonyms (i.e., unhelpful, unfaithful, dishonour, disrespected) as they imagined alternative endings to the story.\" (p. 178)","using prefixes (i.e., un- and dis-) to form antonyms and to discover patterns of suffixation in words\n\n\"A typical follow-up word-focused task used by one of the English teachers engaged students in using prefixes (i.e., un- and dis-) to form antonyms (i.e., unhelpful, unfaithful, dishonour, disrespected) as they imagined alternative endings to the story. To further highlight derivational relationships in reference to Crictor's heroic traits, the words hero and heroism were emphasized in the English class and heros and herosime in the French class. English teachers were encouraged to draw attention to the suffix -ic in heroic and to incite students to discover by analogy similar derivations (e.g., science > scientific; history > historic) while French teachers were encouraged to draw attention to the suffix -ique in herroique and to incite students to discover analogous derivations in French (e.g., science > scientifique; histoire > historique). Still other word-focused tasks, when deemed appropriate and relevant by teachers for their students, targeted similar patterns of suffixation in words whose meanings were closely tied to the story (e.g., courage > courageous or courageux; danger > dangerous or dangerous).\" (p. 178)","not stated ","from p. 177-178:\ndosage: The instructional interventions, which lasted an average of roughly 8-10 hours (4-5 hours each for Moon Man and Crictor), were not expected to be completely identical across classrooms.\"\n\"What remained constant across the interventions were the storybooks and their themes as well as the emphasis on derivational morphology as outlined in the materials provided to teachers during the workshops. In each language, teachers received a 4-page document for Moon Man and a 6-page document for Crictor suggesting various word-focused tasks. \n \"Prefixes appearing in these tasks included dis- and un- in English and de-, in-, and mal- in French. \"\n \"Suffixes in English included -able, -al, -ible, -ful, -ic, -ity, -ness, -ous, -sion, and -tion, while those in French included -able, -al, -eur, -eux, -ible, -ier, -ique, -iste, -ment, -te, and -tion. The focus was thus on bound morphemes and more frequently on suffixes than on prefixes.\" \n \"...the illustrated storybooks used in the present study had no chapters. Consequently, some partner teachers read the storybooks at least once in each language while others opted to read short sections alternating between languages. In both cases, teachers drew attention to target words during their reading aloud and then followed up with scaffolding techniques or word games to focus on derivational morphology, as in the follow-ing example pertaining to Crictor.\n\nfrom p. 178:\n \"A typical follow-up word-focused task used by one of the English teachers engaged students in using prefixes (i.e., un- and dis-) to form antonyms (i.e., unhelpful, unfaithful, dishonour, disrespected) as they imagined alternative endings to the story. To further highlight derivational relationships in reference to Crictor's heroic traits, the words hero and heroism were emphasized in the English class and heros and herosime in the French class. English teachers were encouraged to draw attention to the suffix -ic in heroic and to incite students to discover by analogy similar derivations (e.g., science > scientific; history > historic) while French teachers were encouraged to draw attention to the suffix -ique in heroique and to incite students to discover analogous derivations in French (e.g., science > scientifique; histoire > historique). Still other word-focused tasks, when deemed appropriate and relevant by teachers for their students, targeted similar patterns of suffixation in words whose meanings were closely tied to the story...\"","not stated","not explicitly stated for tc2","not explicitly stated for tc2","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","there are measures for morphological awareness for the study, but not specified for the identified treatment components"]
["Lyster, 2015","Using form-focused tasks to integrate language across the immersion curriculum","\"The storybooks and related tasks were employed to highlight cross-lingual connections between languages and to enhance students' awareness of derivational morphology.\" (abstract, p. 4)","reading aloud of the stories\n\n\"Teachers in the Lyster et al. (2013) study first drew attention to derived words during the reading aloud of the stories then followed up with tasks or games requiring other words to be formed by analogy with the same affixes.\" (p. 10)","to identify the base noun, to form similar adjectives or nouns by analogy with the same affixes\n\n\"Teachers in the Lyster et al. (2013) study first drew attention to derived words during the reading aloud of the stories then followed up with tasks or games requiring other words to be formed by analogy with the same affixes.\" (p. 10)\n\n\"For example, during the reading aloud of Moon Man (Ungerer, 1967/2009; in French: Jean de la Lune), English teachers drew attention to the adjective mysterious, which appeared as a key word to describe the protagonist, by helping students to identify the noun mystery as its base and then to form by analogy either similar adjectives (e.g., courageous from courage) or nouns (e.g., disaster from disastrous).\" (p. 10)","not stated ","from p. 10-11:\n \"For example, during the reading aloud of Moon Man (Ungerer, 1967/2009; in French:Jean de la Lune), English teachers drew attention to the adjective mysterious, which appeared as a key word to describe the protagonist, by helping students to identify the noun mystery as its base and then to form by analogy either similar adjectives (e.g.,courageous from courage) or nouns (e.g.,disaster from disastrous). In the French version, the word courage ux occurred as a key attribute in the narrative and so French teachers helped students to identify the noun courage as its base and to generate by analogy either similar adjectives (e.g.,paresseux from paresse) or nouns (e.g.,mystere from mysterieux).\"\n\n \"For the sake of coherence across the curriculum, this project emphasized biliteracy tasks that began in one language and continued in the other. For example, the teacher of one language read aloud The Three Robbers (Ungerer, 1962/2008; in French: Les trois brigands), but stopped when she reached an important point in the story, when the protagonist discovers the robbers' hidden treasures and asks them how they would spend all their money. The teacher then asked students to make oral predictions about how they thought the money might be spent and to illustrate their predictions along with written an-notations. In the next class, in the other language, the teacher asked students to retell their predictions and then proceeded to read the rest of the story. At the end, students were asked to compare their predictions with the actual ending, in which the robbers 'set off and gathered up all the lost, unhappy, and abandoned children they could find' and 'bought a beautiful castle where all of them could live.\"\" \n\n \"The students' attention was then drawn to derivational morphology - by the English teacher who pointed out the use and meaning of the prefix un-in unhappy and by the French teacher who pointed out the use and meaning of the prefixm al- in malheureux.\"\n\n \"Another biliteracy task that began in one language and continued in the other stemmed from the reading aloud of Crictor (Ungerer,1958).The derivational relationships in reference to Crictor's heroic traits were emphasized by the words hero and heroism in the English class and heros and heroisme in the French class. English teachers drew attention to the suffix -ic in heroic to encourage students to discover similar derivations (e.g.,science-scientific; history-historic), while French teachers drew attention to the suffix -ique in heroique to encourage students to discover analogous derivations in French (e.g.,science-scientifique; histoire-historique). Still other word-focused tasks deemed appropriate and relevant by the teachers dwelt on similar patterns of suffixation in words whose meanings were closely tied to the story.\"","not stated","not explicitly stated for tc1","not explicitly stated for tc1","tasks or games\n\n\"The teachers followed up in their respective classes with tasks or games requiring other words to be formed by analogy with the same prefixes.\" (p. 10)","create other words by analogy with the same affixes\n\n\"Teachers in the Lyster et al. (2013) study first drew attention to derived words during the reading aloud of the stories then followed up with tasks or games requiring other words to be formed by analogy with the same affixes.\" (p. 10)","not stated ","from p. 10:\n- \"In English, this included adjectives such a sunable and unbelievable and verbs such as unfold and unpack. In one class, the teacher covertly asked individual students to mime words such as unfold or unpack for the others to guess what action was being mimed. In French, teachers drew attention to adjectives such as malhonn^eteandmalpolibut, because mal- is limited in its use as an adjectival prefix, they extended their focus to include the much more productive prefixin -in words such as incapable and incroyable.\n\n\"Teachers in the Lyster et al. (2013) study first drew attention to derived words during the reading aloud of the stories then followed up with tasks or games requiring other words to be formed by analogy with the same affixes.\" ","not stated","not explicitly stated for tc2","not explicitly stated for tc2","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","the outcome measures reported for morphological awareness (see p. 11) are presented for the study as a whole; description of the measure not provided\n\nsee \"Learning outcomes.To measure the effects of the form-focused biliteracy tasks on student outcomes, a French version and an English version of a Morphological Awareness Test (Quiroga, 2013) was administered as a pretest and posttest to a subsample of 45 students exposed to the biliteracy instruction (i.e., the experimental group) and to a comparison group of 20 students from two schools in the same school board whose teachers had not participated in the project.\" (p. 11)"]
["Lyster et al., 2016","Preschool morphological training produces long-term improvements in reading comprehension.","to improve word reading and reading comprehension abilities\n\n\"Here we first assess whether either of the intervention groups show advantages over the control group in word reading and reading comprehension at a delayed (6 year) follow up. We also assess possible differences in word reading and reading comprehension at a 1 year follow-up to see if these variables act as mediators.\" (pp. 1272-1273)","morpheme manipulation\n\n\"The most demanding activities in the programme involved manipulating morphemes.\" (p. 1274)","to identify suffixes and prefixes in words and to recognise component words in compound words; to manipulate morphemes with compounds and affixes and identify the words and indicate the meaning of the word\n\n\"The morphological training involved teaching children to identify suffixes and prefixes in words and to recognise component words in compound words.\" (p. 1274)\n\n\"The most demanding activities in the programme involved manipulating morphemes.\" (p. 1274)","not stated ","dosage: \"The duration of the training sessions in the experimental groups was approximately 30 min per week for 17 weeks. Occasionally, the training sessions were divided into 2 shorter periods of 15 min each and were conducted on 2 different days.\" (p. 1273)\n\nfrom p. 1274:\n \"The most demanding activities in the programme involved manipulating morphemes. One activity with compounds required the child to identify the two words in 'skoeske' (shoe box), then delete the first word to leave only 'eske' (box), and then delete 'eske' to leave only 'sko' (shoe). As the last step in this activity, the children were asked to change the sequence of the morphemes to create a new word 'eskesko' (box shoe) and to indicate whether this was a real word. In this case, the resulting 'eskesko' is not a Norwegian word. For other training items, such morpheme sequence changes would create a real Norwegian word.\"\n\nfrom p. 1275:\n \"A similar procedure was used for prefixes and suffixes. Inflections with the plural form -er (gutt -gutter/boy -boys), the past-tense endings -tand -te (hoppe-hoppet/jump-jumped and smile-smilte/smile-smiled), the comparative and superlative forms of adjectives and adverbs (bla-blaere-blaest/blue-bluer-bluest and rask-raskere-raskest/fast-faster-fastest) and derivations (happy/unhappy) were used inthe training. For example, the children would be asked about the word \"lykkelig\" (happy), and if they knew the meaning of the word, they were then asked to add \"u\" (un-) in front and determine the meaning of the new word. They were then asked about the meaning of \"ulykkelig\" (unhappy), how it differed from \"lykkelig\" inform and meaning and whether they knew other words that could be changed in the same way to yield the opposite meaning. The same procedure was used for verb endings (regular verbs only) and regular nouns to help the children identify changes in verb endings and in the plural form of regular nouns. For example, the children made figures to use in the training. One of these figures they called \"pei\" (a nonword with an adequate Norwegian orthographic structure). This \"pei\" (a drawn figure) was placed on a flannel board, and the children placed the name \"pei\" beside it. Because the \"pei\" was ‚\"trist\" (sad), we also added the word \"sad\" next to it and talked about what sad means; we also mentioned the synonym \"unhappy\" and the antonym \"happy\" on this occasion. Another ‚\"pei\" was then added, and the children were asked whether it is correct to say \"pei\" when there were two of these figures.The dialogue with the children ended with an agreement that there were two \"pei-er\" (peis) and that the written word, like the spoken word, needed an ending (the inflection -er was added to \"pei\" on the flannel board) (see also Author).\"\n \"Comparatives and superlatives were also added in this manner. The second \"pei\" appeared to be even sadder than the first one; the second \"pei\" was \"tristere\" (sadder). Actually, he was the \"tristest\" (saddest) of the two. For the comparatives and superlatives, the children were also shown that the written words were changed in accordance with changes in the spoken words.\"\n\nfrom p. 1276:\nThe children in the morphological programme observed in print how two words could make a new, longer word and, as presented above, they saw how prefixes and suffixes were added to and deleted from words. Instead of focusing on the initial sounds of words, they focused on the suffixes and instead of focusing on the rime, they focused on the affixes.\"","not stated","not explicitly stated for tc1","not explicitly stated for tc1","n/a","n/a","not stated ","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","the outcome measures are described for the study as a whole (see p. 1277-1279) and not for any specific component of the morphological intervention"]
["Manyak et al., 2018","Morphological Analysis Instruction in the Elementary Grades: Which Morphemes to Teach and How to Teach Them","to teach the meanings of affixes and the strategic use of affix knowledge to infer word meanings\n\n\"Finally, we present the set of instructional activities that we designed to teach the meanings of affixes and the strategic use of affix knowledge to infer word meanings.\" (p. 290)","word-part strategy\n\n\"Each week of VALE affix instruction began with explicit teaching of an affix family and guided practice in using the word-part strategy to infer word meanings.\" (p. 296)","learn target affix families and to infer word meanings\n\n\"Each week of VALE affix instruction began with explicit teaching of an affix family and guided practice in using the word-part strategy to infer word meanings.\" (p. 296)","not stated ","dosage: \"The majority of VALE affix instruction took place during an eight-week period.\" p. 295\n\n\"Table 1 contains a list of affixes that we recommend teaching in grades 3-5. It contains 41 affixes, with 14, 16, and 11 listed for instruction in grades 3, 4, and 5, respectively.\" (p. 292-293)\n\nfrom p. 295-296:\n \"Ann-Margaret began each week with a PowerPoint lesson that provided an explicit introduction to one of the affix families and an experience with the word-part strategy.\"\n \"We used a consistent six-step sequence of activities to introduce each prefix family and a set of similar activities to introduce the suffix families. Here, we illustrate these six steps using examples from the first prefix family that Ann-Margaret taught, the not prefix family.1.Introduction: Present and discuss a chart that includes each prefix, its meanings, and example words (see Figure 1). 2.Analyze words: Explain how the target affixes affect word meanings ('When you see a not family prefix, simply say not before the rest of the word. For example, when you see unhappy, you say not happy.'). Ask students to explain the meanings of a series of words containing the target affix ('What does incorrect mean? What does dishonest mean?'). 3.Examine affixed and pseudo-affixed words: Explain that some words that begin with the prefix letters do not actually contain the prefix: We know that unhappy begins with the prefix un-. We can test this by saying not before the base word and checking if what we say makes sense. In this case, 'not happy' makes sense. The word uncle also begins with un-, but these are just the letters u-n and not a prefix. We know this because when we say 'not cle', it doesn't make sense. Look at these two words (unkind and uniform) and test each of them. Which one has a not prefix? How do you know? 4.Practice building words: Present a slide that has a column of prefixes and a column of base words and ask students to build specific words using one of the prefixes and one of the base words. ('Who can use one of the prefixes and one of the base words to build a word that means not kind?') 5.Quiz: Show a simple fill-in-the-blank quiz that prompts students to provide common words that include the target affixes. ('The moment I broke the dishes, I wished I could ___.' [disappear]) 6.Collection challenge: Challenge students to find words that include the target affixes and add them to a wall chart, with the enticement that the class will play a game of Affix Jeopardy when students have added a certain number of words to the chart.\"\n \"The initial PowerPoint lesson also demonstrated how the use of morphemes can help a reader decode polysyllabic words. Ann-Margaret returned to this focus again in the suffix lessons, where students were prompted to put slashes between prefixes, bases, and suffixes in affixed words such as unforgivable and then to use the morphemic elements to read the words. The second PowerPoint lesson introduced the word-part strategy (see Figure 2), and each subsequent lesson guided students in applying the four steps of this strategy to infer an unfamiliar word presented initially in the context of a sentence (for an example of the first three steps in this practice, see Figure 3).\"\n\n examples of slides see \"Figure 1. Slide Introducing the Not Prefix Family\" (p. 296) and \"Figure 2. Slide Outlining the word-Part Strategy\" and \"Figure 3. Guided Practice With the Word-Part Strategy\"(p. 297)","not stated","not explicitly stated for tc1","not explicitly stated for tc1","collecting affixes\n\n\"Following each week's explicit introductory lesson, Ann-Margaret engaged students in three extension and review activities.\" (p. 296) \n\nand\n\"Collecting Affixes. Each PowerPoint lesson that Ann-Margaret taught concluded with a challenge to find and chart words that included the week's affixes.\" (p. 297)","to be aware of and find and chart words that included the week's affixes\n\n\"Collecting Affixes. Each PowerPoint lesson that Ann-Margaret taught concluded with a challenge to find and chart words that included the week's affixes....The Collecting Affixes activity made the students aware of affixed words throughout the day and enabled Ann-Margaret to discuss meanings of new words containing the target affixes.\" (p. 297)","not stated ","dosage: \"The majority of VALE affix instruction took place during an eight-week period.\" p. 295\n\nfrom p. 295-296:\n- \"Ann-Margaret began each week with a PowerPoint lesson that provided an explicit introduction to one of the affix families and an experience with the word-part strategy.\"\n\nfrom p. 297:\n \"Collecting Affixes. Each PowerPoint lesson that Ann-Margaret taught concluded with a challenge to find and chart words that included the week's affixes.\" \n \"For example, the lesson on the place prefix family concluded with the following charge: Your challenge is to look and listen for words that be-gin with the place prefix family prefixes. If you read or hear one, then write it down and share it with Mrs. Manyak. If your word uses a place prefix, you will add the word to the chart and share it with the class. When the class has collected 12 words, we will be ready for more Affix Jeopardy! To start the affix collection, Ann-Margaret put up a poster-paper chart with columns for each of the week's affixes (see Figure 4). When a student found a word that they believed included a target affix, they shared it with Ann-Margaret to confirm that it was an appropriate example. If so, the student added the word to the affix chart. Ann-Margaret then called the class's attention to the word and discussed its meaning. The Collecting Affixes activity made the students aware of affixed words throughout the day and enabled Ann-Margaret to discuss meanings of new words containing the target affixes.\"","not stated","not explicitly stated for tc2","not explicitly stated for tc2","word family grouping\n\n\"Ann-Margaret used Word Family Grouping to establish teams for games of Affix Jeopardy.\" (p. 297)","to analyze the word parts in sets of related words and to use MA to construct word meanings\n\n\"The activity prompted students to analyze the word parts in sets of related words and to use MA to construct word meanings.\" (p. 297)","not stated","dosage: \"The majority of VALE affix instruction took place during an eight-week period.\" p. 295\n\nfrom p. 295-296:\n \"Ann-Margaret began each week with a PowerPoint lesson that provided an explicit introduction to one of the affix families and an experience with the word-part strategy.\"\n\nfrom p. 297-298:\nWord Family Grouping began with each student receiving a word card with a word belonging to one of four base-word families (for an example, see Table 4).\" and \"Table 4.Families for Word Family Grouping.\"\n \"The students identified the base word in their word and found the other students whose words included the same base word. Once students had gathered in their groups, they identified the affixes in their words and discussed each word's mean-ing. Ann-Margaret then put a list of all of the words on the document camera and asked the groups to divide each of their words into prefix, base, and suffix. Following the groups' directions, she put slashes between these elements (e.g., un|do|able). She also asked the group to explain the meaning of each word (e.g., 'something that can't be done'). The groups received 100 points for the upcoming Affix Jeopardy game if they correctly segment-ed each of their words and explained each word meaning.\"","not stated","not explicitly stated for tc3","not explicitly stated for tc3","affix jeopardy\n\n\"During the period of affix instruction, Ann-Margaret typically led the class in a game of Affix Jeopardy once a week.\" (p. 298)","not stated","not stated","dosage: \"The majority of VALE affix instruction took place during an eight-week period.\" p. 295\n\nfrom p. 295-296:\n \"Ann-Margaret began each week with a PowerPoint lesson that provided an explicit introduction to one of the affix families and an experience with the word-part strategy.\"\n\nfrom p. 298-299:\n \"In Ann-Margaret's class, students participated in four- or five-member teams. The teams took turns selecting a column and value on the Affix Jeopardy table (the bottom row counted for 100 points, the second-to-last row 200 points, and so on). Ann-Margaret revealed the prompt, and the teams briefly discussed their answer. Ann-Margaret established that she could call on any member of the team to respond, so the teams had to ensure that each member was prepared to answer. If a team did not answer correctly, the other teams had a chance to respond. If none of the teams knew the word, Ann-Margaret would then give a hint, often providing the base word, and the groups would have another chance to guess.\"\n \"The Jeopardy games reviewed previously taught affixes. Thus, the first game focused exclusively on words that included the not prefix family. Table 5 shows a Jeopardy board used at the end of affix instruction that reviews various affixes studied. Each of the Jeopardy boards included common words at the 100- and 200-point rows (e.g., unhappy, redo) and less familiar words at the higher point rows (e.g., ungrateful, precaution). Consequently, the games reviewed the target affixes using well-known ex-ample words and also introduced students to less familiar words that employed these affixes. The less familiar words often prompted students to en-gage in serious MA as they strove to work out answers by combining the target prefixes with a variety of relevant base words. Many of their guesses represented plausible nonwords (e.g., 'precareful' for precaution). On such occasions, Ann-Margaret highlighted the good thinking that the group had done and that their guess, although not an actual word, indeed called to mind the meaning of the word in question.\"","not stated","not explicitly stated for tc4","not explicitly stated for tc4","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","outcome measure was for the intervention as a whole as opposed to specific treatment components"]
["McKeown, 2019","Effective Vocabulary Instruction Fosters Knowing Words, Using Words, and Understanding How Words Work","\"The following examples illustrate interactions that are intended to prompt student thinking about different aspects and features of word meaning.\" (p. 472) ","actual activity not specified\n\n\"This first activity helps students think about how different words can relate to the same contexts and to choose the word they would apply.\" (p. 472)","help students think about how different words can relate to the same contexts and to choose the word they would apply.\n\n\"This first activity helps students think about how different words can relate to the same contexts and to choose the word they would apply.\" (p. 472)","not stated ","from p. 472:\n \"This first activity helps students think about how different words can relate to the same contexts and to choose the word they would apply. The teacher would then follow up by asking the student to explain how their choice fits: 'I will say something, and you tell me if you would be eager to do it or reluctant to do it.'; 'Try out a flying machine'; 'Taste a new food made of seaweed'; 'Taste a new kind of chocolate'; 'Enter a singing contest.' Interactions that ask students to make choices can prompt them to reflect on a word's features, for example, the extent of change that refine entails. \"Which would be refining something: 'Making some small changes to your science project or starting all over with a new one?; Getting your hair trimmed or having your head shaved?' It is important to include interactions that prompt students to think about different senses of a word, such as the different senses of expose in the following: 'How could middle school students be exposed to what it will be like in high school?' How could you expose someone who was mistreating his dog?' \"\n\n \"Interactions can and should be quick and fun! We have seen teachers turn up the fun quotient in various ways. One example is the way they ask students to indicate their response. A teacher we worked with told her first-grade students, 'If you think I'm talking about something that is mighty, show me your muscles', and then provided examples such as 'a strong woman lifting up a tiger', and 'a big river that floods nearby homes'.\n\n \"Interactions should include providing feedback to students, for example, asking 'why' when a student responds to the eager/reluctant prompts. Feedback helps to build and rein-force connections to a word in the student's mental lexicon. Asking students to provide their own examples of a word is an interaction strategy that is easily implemented and potentially effective. For example, simply ask 'What is something in your life that you would like to refine?' or 'What is something you are always eager to do?' Asking students to create their own examples, however, should not be one of the first activities students are asked to do with a newly introduced word. Students often have difficulty coming up with their own ideas initially and often repeat the context in which a word has been introduced. So call-ing on students' creative use of words is best employed after students have been exposed to a number of uses and had time to reflect on how it might apply to them.\"\n \"Feedback is especially important for interactions that prompt student-created examples, to monitor understand-ing and keep responses on the right track or redirect if necessary. A good way to build an effective habit of feedback is to think about the rule of thumb of improv comedy - 'Yes, and...', which involves acknowledging what someone has said and then expanding on it. In an improv troupe, this keeps the comedy rolling; in vocabulary instruction, it keeps the connections building. Note the 'yes, and\" -ing in the following exchange: Teacher: What is something you'd want if you were famished?' Student: Pizza.Teacher: Mm, pizza! And what would you do with that pizza if you were famished? Student: Gobble it all right up!Teacher: Oh, boy, yeah, because if you're famished, do you want just one piece of pizza? Note in this next example that the teacher's 'and' allows her to prompt students to generalize about entailments of the target word delicate. Teacher: What are some things that are delicate?...Student 1: A glass vase.Student 2: A brand new baby.Teacher: What is it about delicate things, like vases and babies? How do we have to act around them? Student 3: Be really, really careful...\"","not stated","not explicitly stated for tc1","n/a","n/a","n/a","not stated ","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","no outcomes stated"]
["Meaux et al., 2020","Morphological Knowledge: Opportunities for Collaboration Through Multitiered System of Supports.","for Kindergarten: \"During the kindergarten year, morphological interventions have primarily targeted oral language skills, with intervention targets consisting of inflectional morphemes such as suffixes that indicate grammatical information (i.e.,tense and number) and 'frequently occurring' derivational affixes (e.g., Apel & Diehm, 2014; Apel et al., 2013). This type of intervention supports the CCSS for morphology in kindergarten (i.e., CCSS.ELA-LITEARCY.L.K.4), which states the use of most frequently occurring inflections and affixes to support the meaning of unknown words and multiple-meaning words and phrases.\" (p. 521)","\"Classroom-Based Collaboration Strategy Tier 1: Thumbs Up Storybook Reading.\" (p. 521)","\"...within Tier 1 instruction that aligns with kindergarten CCSS for morphology: 'uses the most frequently occurring inflections and affixes (-ed, -s, -un, -ful, -less) as a clue to meaning of a word (CCSS.ELA-LITERACY.L.K.4.B).' This goal will drive the development and delivery of the Thumbs Up Storybook Reading strategy. (p. 521); and\n\n\"The purpose of Thumbs Up Storybook Reading is to provide an oral model of a polymorphemic word (i.e., base+ inflectional suffix) in an environment that encourages movement and play.\" (p. 521) ; and\n\n\"...our ThumbsUp Storybook Reading activity will focus on phoneme detection, phoneme categorization, and phoneme isolation for the regular past tense construction\" (p. 521)","not stated "," book: We're Going on a Bear Hunt (Rosen & Oxenbury, 1989) (p. 521)\n\"This book provides an opportunity to provide models of regular past tense verb construction during each episode of the family's journey. Additionally, this activity can be supported through action (e.g., movement, play).\" \n\"During whole-group book reading (or small group instruction), the actions performed by the family each time they encounter a new obstacle on their journey will be emphasized. To begin, the facilitator will introduce the idea of past tense -ed for the Thumbs Up Storybook Reading activity by modeling what the family did when encountering an obstacle: 'They stopped.' The facilitator will explain to the group: 'Today we are going to do thumbs up reading! This means we are going to listen for words that have the /d/ and /t/ sound at the end to mean something already happened. When you hear these sounds that mean something happened in the past, give a thumbs up. Let's try one!'\"\n \"The facilitator will begin to read the book, adding commentary about the different actions the family took to find the bear (e.g., walked, swished, stumbled). When the first instance of one of these regular past tense verbs is read, the facilitator will prompt the students to give a thumbs up: 'Did you hear it 'Walked', with emphasis on the pronunciation of the inflectional suffix /t/. Moving along with the family, the students will be asked to act out each movement the family does during their adventure. For example, students will be encouraged to 'swish' and 'squash' when the family is moving through the grass. To encourage the past tense construction, the facilitator will ask the students, 'What were you doing?!' The children will be prompted to respond:'We swished'. To that response, the facilitator will give a thumbs up. This sequence will continue for each of the five subsequent obstacles the family approaches(and for a bonus, can be done again as the family is making their way back home)\" (p. 521)","not stated","not stated explicitly for tc1","not stated explicitly for tc1","\"Classroom-Based Small Group Strategy Tier 2: Word Construction Site.\" (p. 521)","For students receiving Tier 2 instruction, a goal aligned with the CCSS for activities like Word Construction Site could be developed: 'Students will orally pro-vide the correct definition for words containing derivational morphemes (e.g., agent -er) and inflectional morphemes (e.g., -ng, -ed, plural -s) with 70% accuracy by the end of the academic year.' (p. 521)\n\n\"The goal of creating a Word Construction Site is to provide practice opportunities for high-frequency prefixes, bases, and suffixes using word cards to generate polymorphemic words from individual, constituent morphemes\" (first paragraph p. 522); and\n\n\"As such, Word Construction Sites are a good small group rotation for students to practice identifying a word, determining its meaning, and explaining how the meaning of the base relates to the meaning of newly formed, polymorphemic words\" (first paragraph p. 522)","not stated ","from page 522 - left column on page:\n\"Using high-frequency prefixes, bases, and suffixes to generate word meaning is a good start. \n \"Providing students with many multiple models of target structures in a natural environment (i.e., the classroom) \n \"During this in-class small group rotation, the facilitator (e.g., teacher, SLP) will describe the function of plural -s: 'Today we are going to make new words. The new words will mean that there is more than one of something. Let's look at our book The Very Hungry Caterpillar' (Carle,1969). \n \"The facilitator will point to one item in the book (e.g., an apple) and then show a picture with one apple on it or provide the students with an apple. Followed by the model: 'The caterpillar ate an apple (point to the apple).' Next, the facilitator will provide students with several apples and then ask: 'The next day he ate two ____.'\n \"Using the pictures in the book, this type of modeling followed by a cloze prompt may be done for each item of food the caterpillar eats. \n \"Additionally, if picture cards are used, it is advantageous to include the orthographic representation (i.e., written word) on the card. \n \"This activity would provide multiple oral models of the target structure and model the orthographic differences between the two words. \n \"This activity would also lend itself to introducing the idea of compound word. For example, the facilitator may describe a compound word (e.g., 'Compound words are made up of two or more 'little' words that have meaning‚ but are then joined together to form a new word with a different meaning. Let's look in the book for examples of a compound word.' \n \"The facilitator may then point out pictures of compound words (e.g., ice cream, watermelon, butterfly), along with their orthographic representations, to discuss the idea of open compounds (i.e., ice cream) versus closed compounds (i.e., watermelon, butterfly). \n \"The facilitator could allow students to generate new compound words for the caterpillar to eat (e.g., catfish, cupcake, blackberry, drumstick, meatball, popcorn) or could present pictures of two individual words (e.g., cup and cake) and ask the students to join the two words together to make a compound word. For example, 'Here's a cup, and here's a cake. Let's put 'cup' and 'cake' together to make a compound word. This caterpillar ate a ______.' \n \"Following the strategy of providing the correct plural morpheme or compound word construction, students will then be asked to define what this new construction means as illustrated in the following strategy\" (p. 522)","not stated","not stated explicitly for tc2","For students receiving Tier 2 instruction, a goal aligned with the CCSS for activities like Word Construction Site could be developed: 'Students will orally provide the correct definition for words containing derivational morphemes (e.g., agent -er) and inflectional morphemes(e.g., -ing, -ed, plural -s) with 70% accuracy by the end of the academic year'. (p. 521)","\"Progress Monitoring Strategy Tier 3: Word Detectives.\"(p. 522)","\"The goal of Word Detectives is to use clues in a word to identify the meaning of the whole word.\" (p. 522)","not stated"," \"For this activity, the prefixes re- and un- will be introduced by categorizing each of the prefixes and defining the new word using the kindergarten definition of the prefix in addition to the definition of the base word. \n \"For this individual (i.e., Tier 3) intervention, the game 'I-spy' (Goodwin et al., 2012) will be facilitated with the student by providing a magnifying glass as a tangible means of highlighting the activity of investigating words (Apel & Diehm, 2014).\n \"The SLP will provide the students with a sheet of paper with pictures and words containing the prefixes re- and un-, along with pictures illustrating the target words.\n \"To begin, the SLP will introduce both prefixes to the student using child-friendly definitions. For example, the student will learn that the prefix un- means 'not' and the prefix re- can sometimes mean 'to do again.'\n \"Then, each of the pictured items (i.e., prefix + base word) will be defined by the child. \n \"After exploring each of the pictures and words, the SLP will take the student around the school to 'I spy' words on the list. When the student 'spies' a word, the student will orally (a) state the prefix, (b) provide the base word, and (c) define the resulting word.\" (p. 522)","not stated","not stated explicitly for tc3","\"For Tier 3 intervention, several short-term objectives could be developed to support progress monitoring:\n\n1. Given pictures representing a base word in singular form (e.g.,apple) and pictures representing a base word plus plural suffix (e.g.,two apples), the student will label the pictures with at least 90% accuracy (CCSS.ELA-LITERACY.L.K.4.B).\n\n2. When presented with a sentence containing the prefix re- or the prefix un- added to a base word, the student will identify the picture that matches the sentence from a field of two choices by pointing to their answer with at least 90% accuracy (CCSS.ELA-LITERACY.L.K.4.B).\n\n3. When read a story aloud, the student will identify an inflectional morpheme (e.g., past tense -ed) or com-pound word by making a 'thumbs up' gesture in the story 15 out of 20 times (CCSS.ELA-LITERACY.L.K.4.B) \"When the student ‚'spies' a word, the student will orally (a) state the prefix, (b) provide the base word, and (c) define the resulting word\" (p. 522)","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","Other: not stated","n/a","Other: n/a","n/a","n/a","\"Morphological interventions in second grade should continue to develop students' knowledge of how inflectional suffixes attach to base elements, as well as how compound words are formed (as described above) but should also incorporate explicit instruction on how derivational prefixes and suffixes attach to base elements.\" (p. 523); and \n\n\"These activities would support students' mastery of the second-grade CCSS for vocabulary (i.e., CCSS.ELA-LITERACY.L.2.4.D), which states that students should 'use knowledge of individual words to predict the meaning of compound words,' and the CCSS for spelling (i.e.,CCSS.ELA-LITERACY.L.2.2.D), which states that students should 'generalize learned spelling patterns when writing words.' (p. 523)","\"Classroom-Based Collaboration Strategies in Tier 1:Word Sorts.\"(bottom of page 523)","\"Often the goal of a Word Sort activity is to increase students' awareness to orthographic patterns\" (bottom of page 523); and\n\n\"The purpose of the example Word Sort is to teach students that suffixes may be pronounced differently, yet they will always be spelled the same (e.g., '-ed' in this example).\" (p. 524)","not stated","bottom p. 523 and onto p. 524:\n \"The student is typically given a set of words (each printed on a different piece of paper or note card) and encouraged to engage in self-discovery of a targeted orthographic regularity through the process of sorting words into groups. \n \"As a result of this self-discovery, students may verbalize the regularity or rule before the educator announces it, possibly writing the rule down in a journal or dedicated classroom wall or whiteboard to remember it. \n \"...an interventionist would explain to the students that they were going to look at several words, all of which ended in the same '-ed' morpheme but sound different. \n \"After modeling how to sort at least one word from each category, the interventionist reads a card and encourages a student to put the card in the group where they think it belongs. For example, the interventionist may say, 'Look. Here is another word that ends in '-ed'.This word is 'waited' as in the sentence 'I waited for the bus for two hours.' Think about the sound or sounds that you hear at the end of the word waited and decide in which column the word belongs.' After the words have been sorted, the interventionist and students will analyze each pattern, attempting to come up with a hypothesis about why these pronunciation changes occur.The purpose of the example Word Sort is to teach students that suffixes may be pronounced differently, yet they will always be spelled the same (e.g.. '-ed' in this example). \n \"However, given that some of these words contained changes to the base spelling before the suffix was added, additional Word Sorts could be used. For example, to help students understand the spellings of (a) 'shared',(b) 'stopped',,and (c) tried',, additional suffixing conventions will need to be taught. These suffixing conventions, numbered to align with the examples given, include (a) hiding the single final nonsyllabic 'e', (b) doubling the final consonant of a base, and (c) changin 'y' to 'i' in the base.\" \n \"SLPs may wish to use the 'Big Suffix Checker' flowchart (Ramsden, 2004) to facilitate a comprehensive and accurate understanding of these rules...\" ","not stated","not stated explicitly for tc1","\"...when reviewing curriculum-based writing samples, students will spell polymorphemic words that contain inflectional suffixes (i.e., -ing, -ed, -s, -er, -est) and derivational affixes (i.e.,dis-, in-/im-/il-/ir-, re-, un-, and‚ -ly) with 80% accuracy per affix.\" (p. 524)","\"Classroom-Based Small Group Strategy Tier 2: Word Sums.\" (p. 524)","\"Therefore, the purpose of a Word Sum is to develop a hypothesis about the morphological structure of a word to determine if a group of polymorphemic words are related (i.e., do all of these words share the same base element?)\" (p. 524)","not stated","from p. 524\n \"Word Sums involve writing out the additive morphemes that one believes comprise a word (e.g., act + or > actor; act + ion > action), allowing for a visualization of the separable morphemes within each word\n \"This process requires one to reflect on the meaning, spelling, and pronunciation of words within a family, as spelling and pronunciation changes may have occurred, yet the central meaning of all words in a family is preserved. Therefore, the purpose of a Word Sum is to develop a hypothesis about the morphological structure of a word to determine if a group of polymorphemic words are related (i.e., do all of these words share the same base element?)\n \"Note that two of the Word Sums require knowledge of suffixing conventions(i.e., 'plated' and 'plating'). These conventions would have previously been taught to students using the Word Sorts described above but could be reiterated within Tier 2 intervention...\"","not stated","not stated explicitly for tc2","\"In order to monitor a student's progress in Tier 2 and determine if adequate growth is being made, the student's weekly classroom writing samples will still be compared to the learning outcome mentioned in Tier 1, while also measuring the student's ability to decode words that contain commonly used affixes. During each small group session, the student will be given an opportunity to review a self-selected section of a text from the curriculum, pointing to three polymorphemic words that contain a target affix (i.e., -ing, -ed, -s, -er, -est, dis-, in-/im-/il-/il-, un-, -ly), decoding or pronouncing each word, and verbally saying the base of each word with 80% accuracy for each affix (CCSS.ELA-LITERACY.RF.2.3.D, CCSS.ELA-LITERACY.L.2.4.B)\" (p. 524)","\"Progress Monitoring Strategy Tier 3: Word Matrices\" (p. 525)","not stated explicitly for tc3","not stated","from p. 525:\n \"A Word Matrix serves as a 'map' of a given word family and may be relatively simple or complex based on student and teacher understanding of the words within family. Additionally, matrices may be relatively simple or complex based on the size of a given word family. Some word families are large with many members (e.g., see example of 'act' family in Table 2), and others are relatively small, with there being few words in the English language that share the same base (e.g., 'do' and 'does'). For an example of the resulting word matrix using the Word Sums for 'plate' described above, see Figure 1\"\n \"While there are no set guidelines regarding the length of Tier 3 intervention, theSLP may wish to structure intervention sessions and dosage similar to what has been reported in the literature. For example, Wolter and Green (2013) provided daily morphological intervention to an 8-year-old boy, with each session lasting 1 hr for 2 weeks (i.e., 10 sessions in total). Depending on the MTSS model used in a given school and available special education resources and funding, variation of this intervention model may be made\"","not stated","not explicitly stated for tc3","see page 525-526:\n1. when given a list of 10 'Tier 2' base words from curricular content, as well as a cloze statement (e.g.,quiet. The children spoke _______), the student will write the spelling of a polymorphemic word by including an affix to the base word with 80% accuracy across three consecutive sessions by the end of thisIndividualized Education Program (CCSS.ELA-LITERACY.L.2.2.D).\n\n2. When given cards containing base word and possible affixes commonly observed in curricular content, the student will physically arrange the affix cards, making 'word families' to indicate which affixes may attach to the base, and then write associated Word Sums with 80% accuracy (for each base) by the end of this Individualized Education Program (CCSS.ELA-LITERACY.RF.2.3.D; CCSS.ELA-LITERACY.L.2.4.C).\n\n3. When presented with a 'word family' (e.g., help, helping, helpful, helper), the student will point to the affix attached to the base word or base attached to a base word (i.e., compound word) and give a plausible verbal definition of the polymorphemic word across 20 word families (CCSS.ELA-LITERACY.L.2.4.B,CCSS.ELA-LITERACY.L.2.4.C, CCSS.ELA-LITERACY.L.2.4.D","the following outcome measure can potentially be matched with aim 2 tc3 Tier 3: \"When presented with a 'word family' (e.g., help, helping, helpful, helper), the student will point to the affix attached to the base word or base attached to a base word (i.e., compound word) and give a plausible verbal definition of the polymorphemic word across 20 word families (CCSS.ELA-LITERACY.L.2.4.B,CCSS.ELA-LITERACY.L.2.4.C, CCSS.ELA-LITERACY.L.2.4.D (p. 525-526)"]
["Mountain, 2005","ROOTing Out Meaning: More Morphemic Analysis for Primary Pupils","no aim for morphological analysis stated","n/a","n/a","not stated ","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated ","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","no outcome measures were reported\n\ntreatment components and other relevant data points as per RTSS definitions are not observed as manifest content for extraction; an actual intervention is not described; the sections titled \"Morphemic analysis with phonics and context in first grade\", \"Second-grade applications of affixes and roots\", \"Strategies for morphemic analysis in third grade\", present excerpts from teacher-student interactions that are part of classroom activities targeting morphemic analysis; they do not actually describe or specify components of the intervention.\n\nthe \"Guidelines for incorporating morphemic analysis in primary lessons\" section has three points regarding guidelines for teacher instruction in general, but not part of the description of an intervention"]
["Nevo & Vaknin-Nusbaum, 2018","Enhancing language and print-concept skills by using interactive storybook reading in kindergarten.","develop morphological awareness and vocabulary skills\n\nsee, \"Vocabulary has a reciprocal relation with morphological awareness, and apparently students who show rapid growth in vocabulary knowledge demonstrate rapid growth in morphological awareness too.\" (p. 556) ","interactive storybook reading - see \"The present research sought to determine whether a short (nine-week) language and print-concept intervention, delivered by a kindergarten teacher through interactive storybook reading, could improve children's vocabulary, morphology, phonological awareness, print-concept skills and motivation to read.\" (p. 549)\n\nsee also \"A session lasted around 30 minutes and contained interactive book reading that included strategies that actively engaged the child through completion, recall and open-ended WH (what, who, when, where and why) questions and distancing questions.\" (p. 556)","not explicitly stated for tc1","not stated "," \"Three books recommended for young children by the Israel Ministry of Education were chosen: The Elephant Wanted to Be the Best (Kor, 1993), Brown Stripe (Cohen-Asif, 1980) and The Gruffalo (Donaldson, 2000).\" (p. 554)\n\n dosage: intervention administered over 9 weeks\nsee: \"...a short (nine-week) language and print-concept intervention\" (p. 549), and \n\"each child participated in nine sessions (spread over about two months)\" p. 556)\n \"A session lasted around 30 minutes...\" (p. 556)\n\n \"In the IG, each book was read by the teacher three times to each of three random groups of four to six children each.\" (p. 555)\n\nfrom p. 556:\n \"A session lasted around 30 minutes and contained interactive book reading that included strategies that actively engaged the child through completion, recall and open-ended WH (what, who, when, where and why) questions and distancing questions.\" \n \"This kind of reading encouraged thinking beyond the book's content by making inferences about the characters' feelings, connecting the story's content to the child's own knowledge, giving explanations, resolving problems and making predictions. The teacher verbally evaluated and expanded the child's response and repeated the initial question at a later point in the session to verify new learning\"\n\n \"Morphological awareness activities were the main focus of the second reading session for each book.\" \n\n\"The teacher exposed the children to each inflection\ntype (e.g. When I wear this shirt it isxoltsati \"my shirt\", now when he wears the shirt it is...xoltsato \"his shirt\") and then encouraged the children to play a card-sorting game involving this inflection and to use words from the three storybooks (around 12 words).\" (p. 556-557)","not stated","not explicitly stated for tc1","not explicitly stated for tc1","card-sorting game; see \"The teacher exposed the children to each inflection type (e.g. When I wear this shirt it isxoltsati \"my shirt\"; now when he wears the shirt it is...xoltsato \"his shirt\") and then encouraged the children to play a card-sorting game involving this inflection and to use words from the three storybooks (around 12 words).\" (p. 556-557)","not stated explicitly for tc2","not stated "," cards of 12 words from the three books - see \"The teacher exposed the children to each inflection type (e.g. When I wear this shirt it isxoltsati \"my shirt\", now when he wears the shirt it is...xoltsato ‚\"his shirt\") and then encouraged the children to play a card-sorting game involving this inflection and to use words from the three storybooks (around 12 words).\" (p. 556-557)\n\n \"Three books recommended for young children by the Israel Ministry of Education were chosen: The Elephant Wanted to Be the Best (Kor, 1993), Brown Stripe (Cohen-Asif, 1980) and The Gruffalo (Donaldson, 2000).\" (p. 554)\n\n dosage: intervention administered over 9 weeks\nsee: \"...a short (nine-week) language and print-concept intervention\" (p. 549), and \n\"each child participated in nine sessions (spread over about two months)\" p. 556)\n \"A session lasted around 30 minutes...\" (p. 556)\n\n \"In the IG, each book was read by the teacher three times to each of three random groups of four to six children each.\" (p. 555)","not stated","not stated explicitly for tc2","not stated explicitly for tc2","play a game with a ball; see \"We're going to play a game with a ball\" (p. 569, Appendix 1 ; \"Second session morphological awareness: Examples\")","to verbally produce future tense verbs\n\nsee \"You'll roll the ball back to me and say the verb in the future tense.\" (p. 569, Appendix 1 ; \"Second session morphological awareness: Examples\")","not stated"," three books (Three books recommended for young children by the Israel Ministry of Education were chosen: The Elephant Wanted to Be the Best (Kor, 1993), Brown Stripe (Cohen-Asif, 1980) and The Gruffalo (Donaldson, 2000) (p. 554) (inferred from Appendix 1 ; \"Second session morphological awareness: Time of delivery\", p. 569)\n\n ball (p. 569, Appendix 1; \"Second session morphological awareness: Examples\")\n\n \"we're going to play a game with a ball. I'm going to roll the ball to you and say a verb in the present tense. You'll roll the ball back to me and say the verb in the future tense. For example, when I roll the ball I say natan \"give\" and when you roll it back you say yiten \"will give\". (p. 569, Appendix 1; \"Second session morphological awareness: Examples\")\n\n Time of delivery: after reading (p. 569, Appendix 1; \"Second session morphological awareness: Time of delivery\")\n\n dosage: intervention administered over 9 weeks\nsee: \"...a short (nine-week) language and print-concept intervention\" (p. 549), and \n\"each child participated in nine sessions (spread over about two months)\" p. 556)\n \"A session lasted around 30 minutes...\" (p. 556)\n\n \"In the IG, each book was read by the teacher three times to each of three random groups of four to six children each.\" (p. 555)","not stated","not stated explicitly for tc3","not stated explicitly for tc3","memory card game\n\nsee \"We're going to play a memory card game with objects in the singular and the plural.\" (Appendix 1, \"Second session morphological awareness: Examples\" p. 569)","not explicitly stated for tc4","not stated"," cards (p. 569, Appendix 1; \"Second session morphological awareness: Examples\")\n\n Teacher instruction: see \"T: We're going to play a memory card game with objects in the singular and the plural. For example, the picture na'al'a \"shoe\" matches the picture na'alayim \"shoes\". (p. 569, Appendix 1; \"Second session morphological awareness: Examples\")\n\n three books (Three books recommended for young children by the Israel Ministry ofEducation were chosen: The Elephant Wanted to Be the Best (Kor, 1993), Brown Stripe (Cohen-Asif, 1980) and The Gruffalo (Donaldson, 2000) (p. 554) (inferred from Appendix 1 ; \"Second session morphological awareness: Time of delivery\", p. 569)\n\n Time of delivery: after reading (p. 569, Appendix 1; \"Second session morphological awareness: Time of delivery\")\n\n dosage: intervention administered over 9 weeks\nsee: \"...a short (nine-week) language and print-concept intervention\" (p. 549), and \n\"each child participated in nine sessions (spread over about two months)\" p. 556)\n \"A session lasted around 30 minutes...\" (p. 556)\n\n \"In the IG, each book was read by the teacher three times to each of three random groups of four to six children each.\" (p. 555)\n","not stated","not stated explicitly for tc4","not stated explicitly for tc4","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a","the outcome measures reported for morphological awareness (see p. 552-553) are presented for the study as a whole; it is noted however, that \"inflection of verbs in the future tense; inflection of irregular plural nouns; possessive inflection..\" (p. 552-553) could be matched to tc1; that \"...inflection of verbs in the future tense...\" (p. 552-553) could be matched to tc3; and that \"... plural inflection of feminine verbs...\" (p. 552-553) could be matched to tc4"]
["OssaParra & Proctor, 2021","Translanguaging to Understand Language","*to deepen students' word knowledge by developing awareness of root words and their affixes; to establish relationships between English and Spanish morphology\n\n\"Morphology instruction was aimed at deepening students' word knowledge by developing awareness of root words and their affixes. Additionally, it sought to promote the establishment of relationships between English and Spanish morphology by presenting content bilingually\" (p. 10)","a bilingual presentation\n\n\"Morphology lessons were organized in two activities: (1) explicit instruction in which the morphological structure was introduced via a bilingual presentation, and (2) guided or independent practice in which students used the morphological structures. See Table 1 for the morphological structures taught in each lesson-cycle.\" (p. 10)","not explicitly stated for tc1","not stated ","\"Morphology lessons were organized in two activities: (1) explicit instruction in which the morphological structure was introduced via a bilingual presentation, and (2) guided or independent practice in which students used the morphological structures.\" (p. 10)\n\n\"Instruction focused on the derivational aspect of morphology, which involves the addition of a morpheme (affix) to abase word to change its part of speech or meaning (Kuo & Anderson,2006)\" (p. 10)\n\n\"See Table 1 for the morphological structures taught in each lesson-cycle.\" (p. 9): \"Morphology. Syntax. Cycle 1. -ful, -less (-ado/ada,-ido,-oso/asa); Adjective placement in English and Spanish; Cycle 2. , or (-ista,-dor/dora, -or/ora); Subject pronouns in English and Spanish.\"\n\ndosage: \"The translanguaged lesson-cycles were implemented in the spring and fall of 2016 during the RISE1block. RISE was a thirty-minute daily block in which students received individualized language and literacy support.\" (p. 11)","not stated","not explicitly stated for tc1","n/a","guided practice\n\n\"Morphology lessons were organized in two activities: (1) explicit instruction in which the morphological structure was introduced via a bilingual presentation, and (2) guided or independent practice in which students used the morphological structures. See Table 1 for the morphological structures taught in each lesson-cycle.\" (p. 10)","not explicitly stated for guided practice","not stated ","\"Morphology lessons were organized in two activities: (1) explicit instruction in which the morphological structure was introduced via a bilingual presentation, and (2) guided or independent practice in which students used the morphological structures.\" (p. 10)\n\n\"Instruction focused on the derivational aspect of morphology, which involves the addition of a morpheme (affix) to abase word to change its part of speech or meaning (Kuo & Anderson,2006)\" (p. 10)\n\n\"See Table 1 for the morphological structures taught in each lesson-cycle.\" (p. 9): \"Morphology. Syntax. Cycle 1. -ful, -less (-ado/ada,-ido,-oso/asa); Adjective placement in English and Spanish; Cycle 2. , or (-ista,-dor/dora, -or/ora); Subject pronouns in English and Spanish.\"\n\ndosage: \"The translanguaged lesson-cycles were implemented in the spring and fall of 2016 during the RISE1block. RISE was a thirty-minute daily block in which students received individualized language and literacy support.\" (p. 11)","not stated","not explicitly stated for tc2","n/a","independent practice\n\n\"Morphology lessons were organized in two activities: (1) explicit instruction in which the morphological structure was introduced via a bilingual presentation, and (2) guided or independent practice in which students used the morphological structures.\" (p. 10) ","not explicitly stated for independent practice","not stated","\"Morphology lessons were organized in two activities: (1) explicit instruction in which the morphological structure was introduced via a bilingual presentation, and (2) guided or independent practice in which students used the morphological structures.\" (p. 10)\n\n\"Instruction focused on the derivational aspect of morphology, which involves the addition of a morpheme (affix) to a base word to change its part of speech or meaning (Kuo & Anderson,2006)\" (p. 10)\n\n\"See Table 1 for the morphological structures taught in each lesson-cycle.\" (p. 9): \"Morphology. Syntax. Cycle 1. -ful, -less (-ado/ada,-ido,-oso/asa); Adjective placement in English and Spanish; Cycle 2. , or (-ista,-dor/dora, -or/ora); Subject pronouns in English and Spanish.\"\n\ndosage: \"The translanguaged lesson-cycles were implemented in the spring and fall of 2016 during the RISE1block. RISE was a thirty-minute daily block in which students received individualized language and literacy support.\" (p. 11)","not stated","not explicitly stated for tc3","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","no outcome measures"]
["Packard et al., 2006","Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters.","\"Instruction in word morphology. Another goal of the intervention training was to have students be aware of how a given character (i.e., morpheme) contributes to the meaning of a multi-morpheme word (morphological awareness), rather than just having them simply memorize, as an unanalyzed whole, the word in which the morpheme appears.\" (p. 465)\n\n\"The goal of both orthographic structure and word morphology training was not only to help students in applying those analytical techniques to the characters and words in their daily lessons, but also to encourage students to apply such knowledge strategically as they learned new characters and words\" (p. 465)","not stated","from heading \"Instruction in word morphology\" (p. 465):\n\"Another goal of the intervention training was to have students be aware of how a given character (i.e., morpheme) contributes to the meaning of a multi-morpheme word (morphological awareness)...\" (p. 465)\n\nand\n\"This approach was designed to draw students' attention to the identities of the single morphemes that make up two-morpheme words, and to the variety of additional two-morpheme words that can be formed using those single morphemes.\"","not stated ","from heading \"Instruction in word morphology\" (p. 465):\n- \"The daily lessons therefore included such questions as: What does this character mean? What words in this lesson include this character? What do those words mean? What is the connection between this character and those words? Do you know any other words that use this character? What do those words mean? What is the connection between this character and those words?\"","not stated","not stated explicitly for tc1","not stated explicitly for tc1","n/a","n/a","not stated ","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a","outcome measures were reported for the intervention and not specified for any identified treatment component\n\nfrom p. 466-467\n\"Tasks designed to provide measures of character writing ability, meta-linguistic awareness (i.e., morphological awareness and phonological awareness) and general IQ were administered to control and experimental groups in the fall, before the instructional intervention, and in the spring, after the instructional intervention.\"\n\n \"Three tasks measuring morphological awareness were given to children before and after the intervention. \n The tasks Morpheme Discrimination and Morpheme Transfer examined children's ability to analyze two-morpheme spoken words into morphemes and infer the meaning of an unfamiliar morpheme from a familiar word. \n The Morpheme Selection task examined children's ability to use the information in the semantic radical of a character to determine which morpheme a given character represents.\n Morpheme Discrimination was administered to children individually. \n Morpheme Transfer and Morpheme Selection were administered to the whole class simultaneously.\""]
["Ramirez et al., 2014","Morphological Awareness and Vocabulary Development Among Kindergarteners With Different Ability Levels","\"A second goal was to examine the extent to which morphological awareness contributes to vocabulary development, as well as the extent to which vocabulary knowledge contributes to morphological awareness development, recognizing that these language areas develop reciprocally.\" (p. 56)","read-aloud of book\n\n\"For example, before a read-aloud of the book Dino-Soccer, the teacher focused students' attention on the two words in this compound ...\" (p. 57)","understand the role of the two words in a compound word in the meaning of the whole word and create compound words\n\n\"For example, before a read-aloud of the book Dino-Soccer, the teacher focused students' attention on the two words in this compound and their role in the meaning of the whole word by asking why they thought the book was called 'Dino-Soccer' and then asked how they should call a game of hockey played by dinosaurs.\" (p. 57)\n\ncreate compound words\n\n\"After reading the story, the teacher elicited other compounds found in the book (e.g., minivan, dino-mom) and continued analyzing their constituent morphemes and asking children questions that allowed them to create other compounds by analogy (e.g., how do you call the dad of a dinosaur?).\" (p. 57)","not stated ","from p. 57\nmaterials: \"Teachers received a resource kit that contained 10 picture books with list of words from the books for explicit teaching (10 to 15 words per book‚'including compounds and Tier II words' were suggested), teaching materials such as flash cards, and a guide with teaching instructions. The guide provided specific examples of activities for explicit and systematic teaching of Tier II words and developing morphological awareness of compound words.\"\n\ndosage: \"Teachers implemented these strategies for at least 24 sessions distributed over 3 months, each session lasting about 30 minutes.\"\n\n \"The activities were implemented through whole-class instruction followed by small-group practice. For example, before a read-aloud of the book 'Dino-Soccer', the teacher focused students' attention on the two words in this compound and their role in the meaning of the whole word by asking why they thought the book was called 'Dino-Soccer', and then asked how they should call a game of hockey played by dinosaurs. \n \"After reading the story, the teacher elicited other compounds found in the book (e.g., minivan, dino-mom) and continued analyzing their constituent morphemes and asking children questions that allowed them to create other compounds by analogy (e.g., how do you call the dad of a dinosaur?). \n- \"Each book was read three times on different days to provide additional opportunities to learn the target words. Different target words were emphasized in each reading. \n- \"Teachers also capitalized on opportunities through-out the day to bring students' attention to compounds and target vocabulary. For example, if a child was playing with a teapot, the teacher would approach the child and ask, Why is that called 'teapot'? What do we call a pot for coffee? If we had a pot exclusively to put milk in, how would we call it? \n \"Most activities were primarily oral; however, sometimes the teachers also used flash cards with the words printed to complement the oral interactions.\"","not stated","not explicitly stated for tc1","not explicitly stated for tc1","not explicitly stated for tc2","create words by combining the morphemes mini and dino to make words\n\n\"In small groups, the children were given words (e.g., mini, dino) and pictures (e.g., of a car, a house, a ball), and they were asked to create as many words as possible by combining the morphemes mini and dino to make words to go with the pictures.\" (p. 57)","not stated ","-\"In small groups, the children were given words (e.g., mini, dino) and pictures (e.g., of a car, a house, a ball), and they were asked to create as many words as possible by combining the morphemes mini and dino to make words to go with the pictures.\" (p. 57)","not stated","not explicitly stated for tc2","not explicitly stated for tc2","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","outcome measure reported is for morphological intervention as a whole, not for individual treatment components\n\n\"Data for this study included kindergartners' performance on the measures at the pretest round (Time 1) and at the post-testing carried out after completion of the intervention (Time 2).\" (p. 58)\n\n\"Measures. Morphological awareness. An experimental measure called Making Words (Ram√≠rez, Chen-Bumgardner, Geva, & Kiefer, 2010, adaptation of McBride-Chang et al., 2005) was used to assess children's morphological awareness of compound words.\" (p. 58)"]
["Rasinski et al., 2011","The Latin-Greek Connection: Building Vocabulary Through Morphological Study","not stated","not explicitly stated for tc1","helping students recognize the structure, sound, and meaning of prefixes, bases, and suffixes\n\n\"Divide and Conquer (Grades 1-5). Divide and Conquer is an instructional approach for helping students recognize the structure, sound, and meaning of prefixes, bases, and suffixes.\" (p. 137)","not stated ","dosage:\n\"Given the limited amount of time avail-able for vocabulary instruction, teachers might focus on one to two roots per week through 10 minute sessions three to five times per week (less than one hour per week total).\" (p. 137)\n\nfrom p. 137:\n\n- \"Start with a list of approximately 10 words that have the same prefix (e.g., for the prefix re-: replay, rewind, reboot, recycle, redo, review, remind, recall, restate, resell). Read the words orally with the students. Have students choose one or two words from the list, identify the two basic units to each word, and speculate about what each means. As students offer explanations, reinforce the critical meaning of the prefix. Help students understand that meaning of the full word is obtained through the relationship of the base word with the prefix.On a display board or chart, as well as on individual student sheets, have students list each complete word, divide each into component parts (prefix and root), and then provide a personal definition for each word. An example follows: 'Replay, re + play, to play againReboot, re + boot, to start a computer againReview, re + view, to look at once more' \"","not stated","not explicitly stated for tc1","n/a","Word Spokes and Word Charts\n\n\"Word Spokes and Word Charts (Grades 1-5). Word Spokes is a superb way to reinforce the root(s) or affixes introduced in Divide and Conquer for students.\" (p. 137)","to think (or search) for other related words, and guide students in a discussion of the meanings of the words\n\n\"In addition to words used in the Divide and Conquer lesson, encourage students to think (or search) for other words, such as revisit, reenergize, or relocate. Once the Word Spokes chart is developed (see Figures 1 and 2), guide students in a discussion of the meanings of the words.\" (p. 137)","not stated ","dosage:\n\"Given the limited amount of time avail-able for vocabulary instruction, teachers might focus on one to two roots per week through 10 minute sessions three to five times per week (less than one hour per week total).\" (p. 137)\n\nfrom p. 137:\n\n \"The activity requires a visual display (both for the classroom and for individual students) that is a center circle with spokes or rays coming from the center circle (much like sun rays or spokes coming from the hub of a bicycle wheel). Begin the lesson by reviewing the roots or affixes that are the topic for the week, focusing on their essential meaning. Remind students, for example, that re- used as a prefix means 'again' or 'back'. Then, working alone, in small groups, or as a whole class, have students brainstorm words that contain the re- prefix and list them at the end of the spokes on the word spoke chart or paper. In addition to words used in the Divide and Conquer lesson, encourage students to think (or search) for other words, such as revisit, reenergize, or relocate. Once the Word Spokes chart is developed (see Figures 1 and 2), guide students in a discussion of the meanings of the words.\n\nfrom p. 138:\n \"You can think of the classroom Word Spokes chart as a specialized word wall. Throughout the week, make frequent references to the words on the chart, encourage students to add new words they may find to the chart, and encourage students to use the words in their own written and oral language.You can also create simple word charts organized around particular roots and affixes. At the top of the chart print the root or affix to be featured. Beneath it, ask students to brainstorm and then list all the words that are associated with that root or affix. For example, on Earth Day you might want to do a word chart about terr- (earth or land), with students brainstorming words such as terrain, terrace, terrarium, Mediterranean, extra-terrestrial, subterranean, terrier, or Te r re Haute. Then throughout the week, you can make pointed references to the words and encourage your students to do the same in their oral and written language.\"","not stated","not explicitly stated for tc2","n/a","be the bard activity\n\n\"We call this Be the Bard, and it is a great way to give students permission to be active and creative in exploring words by using already learned roots and affixes.\" (p. 138)","create new words by combining existing roots and affixes\n\n\"And if Shakespeare could create new words by combining existing roots and affixes, so can students. We call this Be the Bard, and it is a great way to give students permission to be active and creative in exploring words by using already learned roots and affixes.\" (p. 138)","not stated","dosage:\n\"Given the limited amount of time avail-able for vocabulary instruction, teachers might focus on one to two roots per week through 10 minute sessions three to five times per week (less than one hour per week total).\" (p. 137)\n\nfrom p. 138:\n\n- \"To Be the Bard, students simply take already learned roots and affixes and combine or attach them to existing words to create new words. Student-invented words are put on display, and the inventor is asked to explain the meaning of his or her creation. Here are some words students invented: automand (an order than one gives to himself or herself), terrameter(a device for measuring land), and contraduct (to lead a group against another group).\"","not stated","not explicitly stated for tc3","n/a","passage reading activity\n\n\"Passage Reading (Grades 3-5). Words are often learned through contextual reading in which the context surrounding a target word provides an explanation, clarification, or exemplars of and for the target word.\" (p. 138)","learn words through contextual reading\n\n\"Passage Reading (Grades 3-5). Words are often learned through contextual reading in which the context surrounding a target word provides an explanation, clarification, or exemplars of and for the target word.\" (p. 138)","not stated","dosage:\n\"Given the limited amount of time avail-able for vocabulary instruction, teachers might focus on one to two roots per week through 10 minute sessions three to five times per week (less than one hour per week total).\" (p. 137)\n\nfrom p. 138:\n\n \"We have found that it is not difficult for teachers to develop short passages or poems containing a targeted word root with explanatory context that provides students with opportunities to solidify their understanding of the root as well as improve their overall reading fluency. Here's a poem we wrote for the port root: 'Port-o-Poem. Transport Export Import Too. Port means to move things. Like from me to you! A porter carries your luggage. A reporter carries the news. Something portable can be moved around. Do you know how an airport might be used?' \"","not stated","not explicitly stated for tc4","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","no outcome measures were reported"]
["Wu et al., 2009","Morphological awareness and Chinese children's literacy development: An intervention study.","\"The intervention was intended to promote children's morphological and grapho-morphological awareness. Children receiving morphological instruction were helped to learn grapho-morphological analysis of characters and morphological analysis of words and to cultivate the application of such knowledge when they encountered new characters and words.\" (p. 35)","not explicitly stated for tc1","not explicitly stated for tc1","not stated ","from p. 36-37:\n- \"For pictographic and ideographic characters, the typical character teaching procedure was as follows. Show the character and a picture of the object the character represents. Compare the shape of the character and the object and explain how the character evolved to its current form. Teach the pronunciation and the sequence of strokes for writing the character. Explain the relationship between each stroke and the part of the object it represents. The example below is from the lesson plan of a reading teacher for the ideographic character, (/bi3/, pen), which consists oftwo pictographic parts, (/zhu2/, bamboo) and (/mao2/, feather). The challenge in teaching this character is to help the students rationalize the seemingly arbitrary connection between the two pictographic forms and the meaning of the en-tire character.\"\n- example of teacher instruction and student response provided on p. 36-37\n\ndosage: \"Morphological instruction was integrated into regular classroom instruction.First- and second-grade students have two 40- to 50-minute language arts classes during each school day. The amount of time spent on morphological instruction during each class period depended on the number, type, and difficulty of the new characters and words to be learned.\" (p. 38)","not stated","not explicitly stated for tc1","not explicitly stated for tc1","not explicitly stated for tc2","not explicitly stated for tc2","not stated ","from p. 37:\n- \"For semantic-phonetic characters, the typical character teaching procedure was as follows. Identify the semantic and phonetic components of the character. Analyze the contribution of the semantic component to the character meaning and the phonetic component to the character pronunciation. Explain the original and ex-tended meaning of the character. Think of characters and words that contain the target character as a component and their meanings. An example (from Wu, Anderson, Li, Chen, & Meng, 2002) is the teaching of the semantic-phonetic character, (/xia1/, shrimp)...\" \n\ndosage: \"Morphological instruction was integrated into regular classroom instruction.First- and second-grade students have two 40- to 50-minute language arts classes during each school day. The amount of time spent on morphological instruction during each class period depended on the number, type, and difficulty of the new characters and words to be learned.\" (p. 38)","not stated","not explicitly stated for tc2","not explicitly stated for tc2","make up words using newly learned characters\n\n\"A major instructional activity to promote insight into the morphology of words was to make up words using newly learned characters.\" (p. 38)","understand that a character can have different meanings within different words\n\n\"Among the insights fostered by this activity is that a character can have different meanings within different words.\" (p. 38)","not stated","from p. 38:\n \"For example, when learning (pine), students would be asked to make words that contain the character, say (pine-tree \"pine tree\"), (pine-leaf \"pine needle\"),(loose-soft \"lloose and soft\"), and (loose-scattered \"loose\"). Students would be asked to explain the meaning of each word and classify the words based on their meanings. Here, the former two should be in one group as the in both of the words means pine, and in the latter two words means loose. Likewise, when a new character with a certain radical or phonetic was introduced, the teacher would have the students discuss the meanings of other characters that share the same radical or phonetic. Take (/pao2/, robe), for example.Students would first be asked to identify the radical (related to clothes) and the phonetic (/bao1/). Then a number of characters with the same phonetic but different radicals, such as (/pao3/, run), (/pao2/, roar), and (/pao4/, soak)were listed. Students could easily get the pronunciation of these characters as they have the same phonetic. At the same time they could easily distinguish the meanings of the characters from their respective radicals' (related to foot), (re-lated to mouth), and (related to water).\"\n\ndosage: \"Morphological instruction was integrated into regular classroom instruction. First- and second-grade students have two 40- to 50-minute language arts classes during each school day. The amount of time spent on morphological instruction during each class period depended on the number, type, and difficulty of the new characters and words to be learned.\" (p. 38)","not stated","not explicitly stated for tc3","not explicitly stated for tc3","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","Grade 2 morphological awareness task... Make words test (p. 34) matches tc3\n\nGrade 2 morphological awareness task... Radical meaning judgment test (p. 33) and \"Make characters test\" (p. 34) possibly matches 3\n\nGrade 2/3 morphological awareness task... Discriminate morphemes test (p. 35) possibly matches tc3\n\nnote: measures to assess morphological awareness in grade 2 and 3 are described for the intervention as a whole, but not specified for three interventions described"]
["Yoshimoto, 1997","Phonemes, Phonetics, and Phonograms: Advanced Language Structures for Students with Learning Disabilities","to improve the reading (decoding/encoding), spelling and vocabulary skills of students\n\n\"We emphasize these unites - prefixes, suffixes, and Latin/Greek roots - to provide strategies for reading and spelling higher-level words and developing vocabulary.\" (p. 43)\n\n\"Hence, instruction in Latin/Greek morphemes not only improves the decoding/encoding skills of students, but also develops a rich vocabulary relevant to studies in many content subjects.\" (p. 45)","Visual, auditory, and dictations drills and games\n\n\"Drills for review can take place in four formats (see Appendix A, Sample Lesson Plan):... 1. Visual... 2. Auditory... 3. Dictation... 4. Games... \" (p. 45)","to recognize and learn the meanings of lower-level prefixes\n\n\"We first teach students to recognize and learn the meanings of lower-level prefixes (e.g., pre, un, re) and suffixes (e.g., ed, ing, er, est)...\" (p. 43)","not stated ","\"Throughout this introductory phase, we select affixes and roots to reinforce knowledge of phonograms (e.g., ceive for ei having the long e sound), phonetic generalizations (e.g., gest for soft c/g/ rule), and syllabication patterns. As we proceed along the continuum from simple to more complex structures, we teach the students chameleon prefixes, the schwaed affixes (e.g., ob, ible), roots, and similar-sounding suffixes.\" (p. 43-44)\n\norder of prefixes: \"Figure 2 shows our Scope and Sequence - not only a visual survey of the Advanced Language Structures, but also guidelines for the introduction of concepts.\" (p. 44); see \"Figure 2. Scope and Sequence. Advanced Language Structures\" (p. 45)\n\n- \"Generally, prefixes are first presented at the lower levels of the language after the introduction of the closed syllables... Once students understand this concept, the following closed and open prefixes can then be taught: Closed Prefixes: ... Open Prefixes: ...\" (p. 44)\n\n- \"Instruction. ... You may show a card with the prefix, say it with students repeating, and give its meaning. The students subsequently write the prefix as they say the unit, as opposed to the sounds. At this point, you may either present a list of derivatives for reading/spelling or have students brainstorm words using this prefix with help from the dictionary or Franklin speller.\" (p. 44)\n\n- \"At ASSETS, the students keep composition books divided into three sections, Prefix, Root, and Suffix, in which they make their entries. Drills for review can take place in four formats (see Appendix A, Sample Lesson Plan):... 1. Visual... 2. Auditory... 3. Dictation... 4. Games... \"(p. 45)\nfrom p. 45:\n- \"1. Visual: Teacher show large index cards with a prefix on each card (e.g., trans, pre, un). Students pronounce each prefix, give it the meaning, and use it in a sentence.\n- \"2. Auditory: Teacher says the prefix, students repeat and write it as they say the unit and students write a word with the prefix. Students can also use the word in a sentence.\"\n- \"3. Dictation: Teacher dictates phrases or sentences with words that use prefixes and other morphemic units.\"\n- \"4. Games: Game formats such as \"Concentration\" (matching prefixes with their meanings), \"Jeopardy\" (one category can deal with prefixes), and even \"Bingo\" are fun ways of reviewing prefixes. Detailed instructions for adapting these games are described in appendix B, \"Game Formats\"\n- see \"Appendix B: Game Formats\" (p. 48) \"1. Concentration; 2. \"Bingo\"; 3. Jeopardy; 4. Wheel of Fortune; 5. Pictionary; 6. Charades; 7. Roll Out Latin\" games\n\n- \"As you progress higher into the structures of the language, present students with the chameleon prefixes, which change their forms, depending on the first letter of the root.\" (p. 45)\n- \"Appendix A. Sample Lesson Plan\" (p. 48)","not stated","not explicitly stated for tc1","not explicitly stated for tc1","Visual, auditory, and dictation drills and games\n\n\"Drills for review can take place in four formats (see Appendix A, Sample Lesson Plan):... 1. Visual... 2. Auditory... 3. Dictation... 4. Games... \"(p. 45)","use Latin roots to understand the meanings of words\n\n\"Subsequently, we provide instruction in Latin roots, which supply the main meanings of words.\" (p. 43)\n","not stated ","- \"At ASSETS, the students keep composition books divided into three sections, Prefix, Root, and Suffix, in which they make their entries. Drills for review can take place in four formats (see Appendix A, Sample Lesson Plan):\" (p. 45)\n\n- \"However, introduction of a small number of prefixes/suffixes does need to precede instruction on roots because without knowledge of these affixes, student have no real strategies for building or brain-storming derivatives.\"(p. 45-46)\n- \"You may structure a presentation on roots in a manner similar to that for prefixes; and students can record the information in their \"Latin\" books.\"\n- \"Note, however, that the study of roots can incorporate visualization and mnemonics, as reflected in the following format: Initially, the teacher shows a card with the root and pronounces it; the class echoes. Students name the root while writing. The meaning of the root is subsequently convey. Students brainstorm derivatives, discuss their meanings, and select a key word for mnemonic association.\"\n- \"You should be prepared to provide the key word and word list for some students.\"\n- \"Students with remedial needs may need to underline the root in each word to augment retention.\"\n- \"After they complete this phase of the lesson, children can draw a picture and write sentences depicting the meaning of the root or it derivative.\"\n- \"As described in the \"Prefix\" section, you may use visual/auditory drills and dictation exercises for review.\" \n\nfrom the Prefix section see \"Drills for review can take place in four formats (see Appendix A, Sample Lesson Plan):... 1. Visual... 2. Auditory... 3. Dictation... 4. Games... \"(p. 45)\nfrom p. 45:\n- \"1. Visual: Teacher show large index cards with a prefix on each card (e.g., trans, pre, un). Students pronounce each prefix, give it the meaning, and use it in a sentence.\n- \"2. Auditory: Teacher says the prefix, students repeat and write it as they say the unit and students write a word with the prefix. Students can also use the word in a sentence.\"\n- \"3. Dictation: Teacher dictates phrases or sentences with words that use prefixes and other morphemic units.\"\n- \"4. Games: Game formats such as \"Concentration\" (matching prefixes with their meanings), \"Jeopardy\" (one category can deal with prefixes), and even \"Bingo\" are fun ways of reviewing prefixes. Detailed instructions for adapting these games are described in Appendix B, \"Game Formats\"; \n- see \"Appendix B: Game Formats\" (p. 48) \"1. Concentration; 2. \"Bingo\"; 3. Jeopardy; 4. Wheel of Fortune; 5. Pictionary; 6. Charades; 7. Roll Out Latin\" games\n\n- \"The games described in Appendix B provide alternative reinforcement of the roots taught in the classroom, as well assessments of students learning.\" (p. 46)\n\norder of roots: \"Figure 2 shows our Scope and Sequence - not only a visual survey of the Advanced Language Structures, but also guidelines for the introduction of concepts.\" (p. 44); see \"Figure 2. Scope and Sequence. Advanced Language Structures\" (p. 45)\n- \"Appendix A. Sample Lesson Plan\" (p. 48)","not stated","not explicitly stated for tc2","not explicitly stated for tc2","Visual, auditory, and dictation drills and games\n\n\"Drills for review can take place in four formats (see Appendix A, Sample Lesson Plan):... 1. Visual... 2. Auditory... 3. Dictation... 4. Games... \"(p. 45)","to recognize and learn the meanings of lower-level suffixes\n\n\"We first teach students to recognize and learn the meanings of lower-level prefixes (e.g., pre, un, re) and suffixes (e.g., ed, ing, er, est)...\" (p. 43)","not stated","\"Throughout this introductory phase, we select affixes and roots to reinforce knowledge of phonograms (e.g., ceive for ei having the long e sound), phonetic generalizations (e.g., gest for soft c/g/ rule), and syllabication patterns. As we proceed along the continuum from simple to more complex structures, we teach the students chameleon prefixes, the schwaed affixes (e.g., ob, ible), roots, and similar-sounding suffixes.\" (p. 43-44)\n\n- \"At ASSETS, the students keep composition books divided into three sections, Prefix, Root, and Suffix, in which they make their entries. Drills for review can take place in four formats (see Appendix A, Sample Lesson Plan): (p. 45)\n\n- \"Common suffixes introduced at the lower levels of the language include ed, ing, er, est, ly, ful, able, less, ness, and ment (see Figure 2)\n-order of suffixes: \"Figure 2 shows our Scope and Sequence - not only a visual survey of the Advanced Language Structures, but also guidelines for the introduction of concepts.\" (p. 44); see \"Figure 2. Scope and Sequence. Advanced Language Structures\" (p. 45)\n- \"Thereafter, you should teach students the following three rules for adding suffixes: 1. 1-1-1 or Doubling Rule... 2. Silent-e Rule... 3. The Y-I Rule...\"\n- \"You may introduce suffixes using the same techniques delineated in the section on prefixes.\"\n\nfrom the Prefix section see \"Drills for review can take place in four formats (see Appendix A, Sample Lesson Plan):... 1. Visual... 2. Auditory... 3. Dictation... 4. Games... \"(p. 45)\nfrom p. 45:\n- \"1. Visual: Teacher show large index cards with a prefix on each card (e.g., trans, pre, un). Students pronounce each prefix, give it the meaning, and use it in a sentence.\n- \"2. Auditory: Teacher says the prefix, students repeat and write it as they say the unit and students write a word with the prefix. Students can also use the word in a sentence.\"\n- \"3. Dictation: Teacher dictates phrases or sentences with words that use prefixes and other morphemic units.\"\n- \"4. Games: Game formats such as \"Concentration\" (matching prefixes with their meanings), \"Jeopardy\" (one category can deal with prefixes), and even \"Bingo\" are fun ways of reviewing prefixes. Detailed instructions for adapting these games are described in Appendix B, \"Game Formats\"\n\n- \"For review, you may use visual/auditory drills and games (see Appendix B).\" (p. 46)\n- see \"Appendix B: Game Formats\" (p. 48) \"1. Concentration; 2. \"Bingo\"; 3. Jeopardy; 4. Wheel of Fortune; 5. Pictionary; 6. Charades; 7. Roll Out Latin\" games\n\n- \"In the Advanced Language Structures curriculum, the teacher instructs students on suffixes that sound alike but are spelled differently. The following examples illustrate the difficulties a student with learning disabilities/dyslexia would have when deciding how to spell words with these types of suffixes:...\"\n- resource suggested \"... these are described in \"How to Teach Spelling\" by Haskell and Rudginsky (1984)\"\n- \"Teaching similar-sounding suffixes requires building of this knowledge in increments (e.g., start with est and, after much practice in spelling words with this morpheme, move on to ist).\" (p. 46)","not stated","not explicitly stated for tc3","not explicitly stated for tc3","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","no outcomes measured reported; note: the appendix describes how to conduct the game activity, however there is no reference to assessment of student learning in the description of any of the text\n\n\"The games described in Appendix B provide alternative reinforcement of the roots taught in the classroom, as well assessments of students learning.\" (p. 46)"]
["Zhou et al., 2012","A comparison of phonological awareness, lexical compounding, and homophone training for Chinese word reading in Hong Kong kindergartners.","\"Therefore, it was hypothesized that vocabulary knowledge might be significantly improved by phonological and morphological awareness training, compared to the control condition.\" (p. 479)","\"Lexical compounding training.\" (p. 484)","training for understanding how individual morphemes can be combined to form words and, how the meanings of words are likely to be represented by their constituent morphemes\n\n\"In contrast to the phonological training group, the lexical compounding group focused on training for understanding how individual morphemes can be combined to form words and, by the same token, how the meanings of words are likely to be represented by their constituent morphemes.\" (p. 484)","not stated ","dosage: \"In this study, 88 kindergartners received special training ... over a period of approximately 2 months, with 20-min lessons administered twice per week.\" (abstract, p. 475)\n\n \"Materials. All of the training materials consisted of worksheets and pictures and games we designed to be relevant to that age group and to serve the designated training purposes. All experimental groups received standardized materials that we had constructed with pictures and, in the second half of training, accompanying print.\" (p. 480)\n\nfrom p. 484:\n \"The training was divided into two sections. Teachers first drew children's attention to the morpheme structure of Chinese words. This started with class games that involved the identification of orally presented compound words sharing the same morpheme, for example,(post office),(postbox), and (postman). Teachers highlighted the fact that these words were semantically related to one other because of their shared common morpheme. Similar training on morpheme identification was later carried out through individual worksheets with words in print.\"\n \"In the second section of training, we focused on fostering children's abilities to combine familiar spoken morphemes to create new meanings, particularly for real words. For example, in one of the lessons the children were presented with different morphemes in character forms (e.g.,=ming4=[understand], jyun4=[park],=faa1=[flower] and=tin1=[day]). They were then asked to pair up the morphemes so as to form two pairs of meaningful real words (e.g.,[tomorrow] and [garden]). The lexicon that formed the basis for the training materials was selected from children's daily language and reading materials for kindergartners. To facilitate the illustration of how word meaning can be represented by constituent morphemes, we only chose semantically transparent words as the stimuli (e.g., we avoided semantically opaque words such as [flower]+[born]+[peanut] for the training).\"","not stated","not explicitly stated for tc1","\"Measures. Lexical compounding. A morphological construction task (McBride-Chang et al., 2003) was used to tap children's awareness of lexical compounding in Chinese....For each item, children were first provided with a two- to three-sentence setup in which a sample word and target morphemes were presented. The children were then expected to produce a new concept or word based on these morphemes\" (p. 480)","\"Homophone training.\" (p. 485)","practice morpheme identification and discrimination among words with homophones\n\n\"In homophone training, class activities and worksheets were designed to let children practice morpheme identification and discrimination among words with homophones.\" (p. 484)","not stated ","dosage: \"In this study, 88 kindergartners received special training ... over a period of approximately 2 months, with 20-min lessons administered twice per week.\" (abstract, p. 475)\n\n- \"Materials. All of the training materials consisted of worksheets and pictures and games we designed to be relevant to that age group and to serve the designated training purposes. All experimental groups received standardized materials that we had constructed with pictures and, in the second half of training, accompanying print.\" (p. 480)\n\nfrom p. 484:\n- \"In a coloring game, each child was given a sheet containing six pictures that represented different polysyllabic words. The job for children was to learn the six words in spoken form and then to color only the pictures that indicated words with homophones. For instance, in one trial, for the target homophone /mat6/, the picture for (food)/sik6 mat6/ and (bee)/mat6fung1/ should have been colored, whereas that for(bus)/baa1 si2/ should not have been. More important, children were asked to think about the different meanings of the homophones, which helped them to see the one-to-more mapping of syllable to morphemes. In an advanced exercise, children were presented with a host of spoken words that contained the same syllable, and then they were required to identify which shared the same morpheme (e.g.,[stars]/sing1sing1 sing1/and [starry sky] /sing1 hung1/) and which were homophones with different meanings (e.g.,[stars]/sing1 sing1=and[singing voice]/go1 sing1/). This exercise was designed to make children distinguish the extent to which two morphemes that sound the same may either be homophones or actually share the same morpheme.\"","not stated","not explicitly stated for tc2","\"Measures. Homophone awareness.Homophone awareness was tested with the same method as that previously used in a test for older children (Shu et al., 2006). On this test were 10 targeted morphemes, and each morpheme was presented together with a sample word containing it. Children were first asked to name as many other words as they could that contained the targeted morpheme and then asked to name the words that contained the homophones of the targeted morpheme.\" (p. 481)","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a"]
["Zoski & Erickson, 2017","Morpheme-Based Instruction in Kindergarten","\"The goal is to focus student attention on the pronunciations, spelling patterns, and meanings of suffixes (e.g., -ed) in words (e.g., walked).\" (p. 492)\n\n\"The intervention described in this teaching tip helped a group of at-risk kindergarten students, including English learners, to make large gains in their MA, word reading, and spelling after a total of 12 hours of intervention (four days a week for six weeks; Zoski & Erickson, 2016).\" (p. 495)","\"Guided Word Sort\" (p. 492)","to identify the suffix -ing\n\"I have magnifying glasses so you can be word detectives. I want you to hear -ing in words, and I want you to see it. When I read a word that has -ing in it, you raise your magnifying glass to let me know we need to look closely at the word to see if there is an I-N-G. Ready?\" (p. 492)","not stated ","dosage: \"Guided Word Sort (5-10 minutes)\" (p. 492); \"The intervention described in this teaching tip helped a group of at-risk kindergarten students, including English learners, to make large gains in their MA, word reading, and spelling after a total of 12 hours of intervention (four days a week for six weeks; Zoski & Erickson, 2016).\" (p. 495)\n\n \"Ms. S has a puppet on a hand as she sits with a small group of students at the table by the windows. One large card with the letters I-N-G written on it is dis-played in the pocket chart next to her. Ms. S points to the card, says each letter name, and then pronounces the suffix. Then she uses the puppet to repeat the pronunciation and ask the students to 'say it with me'. They repeat the ending three times. Ms. S continues, 'Let's see if we can find words that have -ing in them. I am going to read some words. You tell me if you hear -ing. I have magnifying glasses so you can be word detectives. I want you to hear -ing in words, and I want you to see it. When I read a word that has -ing in it, you raise your magnifying glass to let me know we need to look closely at the word to see if there is an I-N-G. Ready?\" Ms. S then reads eating without showing students the printed word. One student raises the magnifying glass, and Ms. S displays the word in the pocket chart. She invites the student to come inspect the word and point to the -ing. When no one raises the magnifying glass on the next word, Ms. S displays the word and uses the puppet to inspect it. As Ms. S works through the set of words, the students inspect the words and sort them into -ing or Not -ing columns on the pocket chart (see Figure 1). (p. 492-493)\n\n \"In subsequent lessons using the -ing suffix, the focus shifts to include meaning with words that end in -ing contrasted with nouns that end in -ing, such as wing or sing. Although the true function of -ing is to indicate continuing action (e.g., roar vs. roaring), this concept is too difficult for kindergartners. As this can be challenging to explain, when discussing meaning, take care to choose word contrasts that clearly demonstrate action for -ing words and non action for non examples (e.g., nouns; see Figure 3). In the next vignette, note how Ms. S facilitates student discussion to actively come up with a student-friendly definition for -ing.\" (493)\n\n \"The next day, as the students identify words ending with I-N-G, Ms. S sorts words into two columns: -ing (doing something words) and ing (not doing something words). Ms. S says, 'I see eating, singing, and playing on this side and wing, sing, and ring on this side. Hmm, these all have an I-N-G at the end. Let's think about what eating, singing, and playing have in common. Any ideas?\" Julie raises her hand. 'I like to eat, sing, and play!' Ms. S smiles. 'That's great, Julie. You like to do all of those things. I could say Julie is singing, Julie is eating, and Julie is playing. With all of those words, you are doing something!' She continues, 'What about wing, sing, and ring? Could you say Ms. S is ring? Does that make sense?' The students shake their heads. 'No, wing, sing, and ring are not doing something words. They are things.' (p. 493)\n\n \"Table 2 lists early developing suffixes, provides student-friendly definitions, and indicates whether each suffix changes the grammatical function of words (e.g., plural, -s; past tense, -ed) or changes the word class (e.g., -er; -y). Teachers may address the suffixes in this table or look for other suffixes in the books they choose and the texts they write with their students. To keep the description of the intervention as clear as possible, only the suffix -ing will be described, but ultimately a range of morphemes would be taught.\" (p. 492)\n\n \"Note. There can be sound changes due to the final sound of the root word, so students are encouraged to listen for the /s/, /z/, and /iz/ sounds (for -s, as in cats, dogs, or wishes) and the /t/, /d/, and /id/ sounds (for -ed, as in walked, rained, or lifted).\" (note at bottom of Table 2. Suffix Targets for Beginning Morphological Awareness Instruction., p. 492)","not stated","not explicitly stated for tc1","n/a","\"Interactive Read-Aloud and Sort (15 minutes)\" (p. 493)","to identify the suffix -ing\n\"While I read this book today, you be word detectives. When you hear a word that has -ing, raise your magnifying glass.\" (p. 493)","not stated "," dosage: \"Interactive Read-Aloud and Sort (15 minutes)\" (p. 493); \"The intervention described in this teaching tip helped a group of at-risk kindergarten students, including English learners, to make large gains in their MA, word reading, and spelling after a total of 12 hours of intervention (four days a week for six weeks; Zoski & Erickson, 2016).\" (p. 495)\n\n \"Ms. S takes a book from her bag that she intentionally selected because it offers repetition of the target, -ing (see Table 3 for more examples). She says, 'Now we are going to read Polar Bear, Polar Bear, What Do You Hear? What do you see on the front cover?' Jack exclaims, 'A polar bear!' Ms. S replies, 'Yes, there is a polar bear on the cover. I wonder what the polar bear will be doing in this book.' The students take turns offering ideas regarding what the polar bear might be doing. During this conversation, Ms. S. facilitates the use of many -ing words (e.g., sleeping, growling, eating). Ms. S continues, 'While I read this book today, you be word detectives. When you hear a word that has -ing, raise your magnifying glass. Then we can stop and look closely at the word.' Ms. S. starts reading. As students raise their magnifying glasses, she stops, asks them to repeat the word they heard, writes the word on a card, and displays it on the pocket chart.Ms. S reads, 'I hear a lion roaring in my ear'. Rishi raises his magnifying glass and eagerly reports, 'There's one!' Ms. S. asks him to say the word as she displays it on the chart. Then Rishi uses his magnifying glass to inspect the word and says, 'I see an I-N-G. There's an I-N-G in roaring!' Ms. S. confirms and asks, 'Rishi, is roaring something that lions do?' Rishi nods and places roaring under the -ing column on the pocket chart.This book provides numerous contrasts between 'doing something words' and nouns (see Figure 2). When students raise their magnifying glasses for words without -ing, Ms. S. writes the word, displays it on the chart, and helps students to see that there is no -ing. When time permits, this lesson can also be extended beyond the words in the book, with students describing more animals and what they are doing to add to the word sort.\" (p. 493)\n\n list of book examples for target suffixes (Table 3. Book Examples for Target Suffixes., p. 494)","not stated","not explicitly stated for tc2","n/a","Pair Sort (5-10 minutes)","to identify the suffix -ing\n\"Yes, Jack. When you find -ing and it's in a doing something word, put it in this column with the man running. If you see -ing in a word that isn't a doing something word, put it in this column. That card means not doing something.\" (p. 494)","not stated"," dosage: \"Pair Sort (5-10 minutes)\" (p. 494); \"The intervention described in this teaching tip helped a group of at-risk kindergarten students, including English learners, to make large gains in their MA, word reading, and spelling after a total of 12 hours of intervention (four days a week for six weeks; Zoski & Erickson, 2016).\" (p. 495)\n\n \"Ms. S gives tabletop pocket charts to pairs of students and says, 'I have some more words here for you and your partner'. On each card, a picture and word are clearly depicted so that the students will be able to visually connect the spelling pattern of -ing with its meaning. 'First, let's review the words. Sofia, what word is this?' Ms. S asks. She holds up the card for dancing. Sofia looks carefully at the picture and replies, 'People are dancing?' Ms. S. continues, 'Yes, that's right. This card says dancing'. After going over all the words, Ms. S gives each pair of students a stack of word cards. 'Remember, look for the letters I-N-G at the ends of words.' She pauses, then asks, 'What does -ing at the end of a word mean?' Jack raises his hand and answers simultaneously, 'Doing something!' 'Yes, Jack. When you find -ing and it's in a doing something word, put it in this column with the man running. If you see -ing in a word that isn't a doing something word, put it in this column. That card means not doing something.' The photo in Figure 3 is from this lesson, with words that end in -ing and mean 'doing some-thing' (e.g., speaking) contrasted with words that end in -ing but do not actually represent the target morpheme (e.g., ring and king). This more advanced type of lesson should be presented after students have shown some facility in identifying the spell-ing pattern and discussing the meaning for a given suffix.\" (p. 494)","not stated","not explicitly stated for tc3","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","not stated","n/a","n/a","no outcome measures reported"]
["Zoski & Erickson, 2017","Multicomponent Linguistic Awareness Intervention for At-Risk Kindergarteners.","\"The focus was the awareness of morphological suffixes and their derived and inflected forms.\" (p. 167)","\"Guided word sort\" (see p. 166, \"Table 1. Description of the PA/LK and MA Instruction. Activity Description\")\n\nand \n\"For the first 5 to 10 min of lessons, students listened for target morphemes during a guided word sort.\" (p. 167)","\"Target skills: Identifying suffixes and suffix meanings, creating new words with the target morphemes: plural -s, present progressive -ing, past tense -ed, agentive -er, and adjectival -y\" (see p. 166, \"Table 1. Description of the PA/LK and MA Instruction. Target skills\")\n\nand\n\"Students acted as 'word detectives' to identify suffixes and their meanings.\" (p. 167)","not stated ","from p. 167 under heading \"MA intervention\":\n \"...words were presented in oral and written form...\"\n \"For the first 5 to 10 min of lessons, students listened for target morphemes\"\n \"...during the first lesson, the Goldie puppet 'read' words that did or did not include the target morpheme, plural -s. Students raised magnifying glasses when they heard -s. \n As a group, students helped Goldie sort words in a pocket chart into rows labeled '-s' and 'not -s' \n Each morpheme was targeted for four lessons\n \"...after the introductory lesson, the meaning of the morpheme was discussed\"\n\nfrom p. 166, \"Table 1. Description of the PA/LK and MA Instruction.\"\n \"Materials: Affix cards, word cards, large pocket chart, magnifying glasses, Goldie puppet (from PASS), books for shared reading, small pocket chart\"\n \"Activity description: Guided words sort: Affix cards displayed in pocket chart. Students were 'word detectives' and listened/identified morphemes as Goldie 'read' words that did and did not contain the target morpheme. Students then sorted word cards in corresponding rows (e.g., '-s' and 'not -s')\"\n\n order specific affixes are taught across 24 lessons is presented in \"Table 2.Lesson Sequence for PA/LK and MA Interventions.\" (p. 167)\n\n dosage: \"Each of the three interventions was conducted four times per week for 30 min for a period of 6 weeks\" (p. 166)","not stated","not stated explicitly for tc1","not stated explicitly for tc1","\"Shared reading\" (see p. 166, \"Table 1. Description of the PA/LK and MA Instruction. Activity Description\");\n\nand \n\"During the next 10 to 15 min of the lesson, students engaged in a shared reading activity focused on identifying target morphemes.\" (p. 167)","\"Target skills: Identifying suffixes and suffix meanings, creating new words with the target morphemes: plural -s, present progressive -ing, past tense -ed, agentive -er, and adjectival -y\" (see p. 166, Table 1. Description of the PA/LK and MA Instruction.\");\n\nand\n\"During the next 10 to 15 min of the lesson, students engaged in a shared reading activity focused on identifying target morphemes.\" (p. 167)","not stated ","from p. 166, \"Table 1. Description of the PA/LK and MA Instruction.\":\n\"Materials: Affix cards, word cards, large pocket chart, magnifying glasses, Goldie puppet (from PASS), books for shared reading, small pocket chart\"\n- \"Activity description: Shared reading - \"Students identified target morphemes while listening and then sorted words plus foils as a group. \"\n\n- order specific affixes are taught across 24 lessons is presented in \"Table 2.Lesson Sequence for PA/LK and MA Interventions.\" (p. 167)\n\n- dosage: \"Each of the three interventions was conducted four times per week for 30 min for a period of 6 weeks\" (p. 166)\n\nfrom \"MA intervention\" section p. 167:\n- \"For all activities, words were presented in oral and written form\"\n- \"During the next 10 to 15 min of the lesson, students engaged in a shared reading activity...Words that students identified and some foils identified by the clinician were then sorted into categories as a group. \"","not stated","not stated explicitly for tc2","not stated explicitly for tc2","\"Word sorts\" - (see p. 166, \"Table 1. Description of the PA/LK and MA Instruction. Activity Description\")","\"Target skills: Identifying suffixes and suffix meanings, creating new words with the target morphemes: plural -s, present progressive -ing, past tense -ed, agentive -er, and adjectival -y\" (see p. 166, \"Table 1. Description of the PA/LK and MA Instruction. Target skills\")","not stated","\"Materials: Affix cards, word cards, large pocket chart, magnifying glasses, Goldie puppet (from PASS), books for shared reading, small pocket chart\" (see p. 166, \"Table 1. Description of the PA/LK and MA Instruction. Materials\")\n\n\"Activity Description: Word sorts: Students worked in pairs or individually with small pocket charts to sort additional words.\" (see p. 166, \"Table 1. Description of the PA/LK and MA Instruction. Activity Description\")\n\n- order specific affixes are taught across 24 lessons is presented in \"Table 2.Lesson Sequence for PA/LK and MA Interventions.\" (p. 167)\n\n- dosage: \"Each of the three interventions was conducted four times per week for 30 min for a period of 6 weeks\" (p. 166); time allocated to word sorts in the intervention was 5-15 min of the session as determined from the following: \"For the first 5 to 10 min of lessons, students listened for target morphemes during a guided word sort... During the next 10 to 15 min of the lesson students engaged in a shared reading activity... For the remainder of the lesson, students sorted additional words\" (p. 167)","not stated","not stated explicitly for tc3","not stated explicitly for tc3","n/a","n/a","not stated","n/a","not stated","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","not stated","n/a","Other: n/a","n/a","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a","n/a","n/a","not stated","n/a","other","n/a","n/a"," outcome measures are described for the period of the intervention not for individual treatment components - see pg. 165 under the heading \"Measures: \"The assessments included eligibility and screening measures and a battery of subtests administered at pretest and post-test to measure growth in the four dependent variables: PA, MA, word reading, and spelling of morphological suffixes. At the end of the 6-week intervention, students completed the same battery of assessments. All assessments were given by either the first author or by trained speech-language pathology graduate students, supervised by the first author. Testing was conducted one-on-one with breaks provided as needed.\"\n\n see also pg.165 under the heading \"MA\": \"The Kindergarten Oral Morphological Production Task (adapted from Wolter, Wood, & D'zatko, 2009) served as a measure of MA. For this measure, the student is orally given a base word (e.g., farm) and is asked to orally complete a sentence (e.g., 'My uncle is a _____.') by providing a form of the base word that fits in the given sentence (in this case, farmer). In the current study, the task included an equal number of sentences for each morpheme that was targeted in the morphological intervention (i.e., -ed, -s, -ing, -er, -y). ... Raw scores on this task formed the MA score for each student.\"; this appears to measure ability to create new words; not explicit how they measure other target skills stated in Table 1 on p. 166 - \"identifying suffixes and suffix meanings\"\n\n morphological awareness intervention as described was part of the three-pronged intervention; it is noted that dosage may be different for the morphological component; see \"Three-pronged intervention.The final group received a three-pronged linguistic awareness (PA, LK, and MA) interven-tion. Each 30-min session was evenly split between PA/LK and MA instruction using the same targets from the PA/LK and MA-only interventions. When feasible, areas were inte-grated, thus increasing efficiency and providing students with multiple strategies for the same target words.\" (p. 167)"]