Vocabulary Tricks: Effects of Instruction in Morphology and Context on Fifth-Grade Students’Ability to Derive and Infer Word Meanings

By J. Baumann, E. Edwards, Eileen M. Boland, Stephen Olejnik, E. Kameenui. 2003

300 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7bfcae6b5699b4a4b933f64030c900886a370a25

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Morphological Awareness and Learning to Read: A Cross-Language Perspective (2006, background): “Baumann et al. (2003) speculated that a reason that their training program failed to be effective was that they focused only on affixes but did not teach children how to identify the stems in morphologically complex words, which is the morphological skill that has been reported to be most related…”
The Effects of Comprehensive Vocabulary Instruction on Title I Students' Metacognitive Word-Learning Skills and Reading Comprehension (2005, methodology): “Several CVD lessons focused on Study the Structure, a research-based strategy that utilizes morphological analysis as a method of vocabulary development (Baumann et al., 2003; Baumann et al., 2002; Nagy & Scott, 2000).”
Vocabulary Instruction in Fifth Grade and Beyond (2015, methodology): “Baumann et al. (2003) investigated effects on student learning from integrating morphemic and contextual analysis instruction into social studies lessons.”
A Synthesis of Morphology Interventions and Effects on Reading Outcomes for Students in Grades K–12 (2008, background): “Thesecond Baumann study (Baumann, Edwards, Boland, Olejnik, & Kame’enui, 2003) did incorporate derivational sufﬁxesalongwithpreﬁxfamilies.”
Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners: Findings From Two Experimental Studies (2009, background): “Knowing the meaning of words relates strongly to comprehension and overall academic success ( Baumann, Kame'enui, & Ash, 2003 ; National Institute of Child Health and Human Development [NICHD], 2000 ).”
Vocabulary: Questions from the classroom (2006, methodology): “When used with instruction in context clues (Baumann et al., 2002, 2003), the effect is even more powerful.”
Effects of morphological instruction on vocabulary acquisition (2010, background): “This intervention did not focus on teaching a specific set of prefixes as did Graves (2004), or even a particular set of bases, prefixes, and suffixes like the studies of Baumann et al. (2002, 2003).”
A Meta-Analysis of Morphological Interventions in English: Effects on Literacy Outcomes for School-Age Children (2013, background): “Interventions like Baumann and colleagues (Baumann et al., 2003; Baumann et al., 2002) aiming to teach roots and affixes would be longer than those that teach a narrower content base, such as Bryant et al. (2006), which teaches a pair of suffixes.”
Academic vocabulary and middle school English learners: an intervention study (2009, background): “Bailey and Butler (2007) advocate for the development of academic English language assessments that can accurately predict EL students’ readiness to maintain the pace of mainstream classrooms.”