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Sixteen adults, mostly with decoding and encoding deficits, were randomly assigned to tutoring in either morpheme or syllable analysis to learn academic vocabulary and strengthen word-level processing. Participants taught semantic links between Latin/Greek root words and their derived forms outperformed the syllable-analysis group on a standardized word-recognition measure. Both groups showed large gains for target words, supporting morphological-link instruction.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/linking-root-words-and-derived-forms-for-adult-struggling-readers-a-pilot-study/588816/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/linking-root-words-and-derived-forms-for-adult-struggling-readers-a-pilot-study/588816.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-11","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What was the main goal of the pilot study?","Question",{"text":113,"@type":114},"The study aimed to examine the effects of morphological instruction on component literacy skills in adult struggling readers.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How were participants assigned to instruction types?",{"text":118,"@type":114},"Sixteen adults were randomly assigned to tutoring focused on either morpheme analysis or syllable analysis.",{"name":120,"@type":111,"acceptedAnswer":121},"What were the key results comparing morpheme and syllable instruction?",{"text":122,"@type":114},"The morpheme group taught semantic connections between root words and derived forms outperformed the syllable group on standardized word recognition, while both groups improved substantially for target vocabulary.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},588816,1792189672,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","ADULT LITERACY EDUCATION Spring 2019  \nResearch Article  \nLinking Root Words and Derived Forms for Adult Struggling Readers: A Pilot Study  \nSusan H. Gray, Bridgewater State University  \nThe author would like to express gratitude to Dr. Linnea Ehri, Dr. Lorraine Obler, Dr. Martin Chodorow, and Dr. Jaye Jones as well as to the teachers and students with whom she worked on this project.  \nAbstract:  \nThe goal of this pilot study was to investigate the effects of morphological instruction on component literacy skills of adult struggling readers. Sixteen adults, most with decoding and encoding deficits, were randomly assigned to tutoring in either morpheme or syllable analysis to learn academic vocabulary and increase component literacy skills. Those taught semantic connections between Latin and Greek root words and their derived forms outperformed those taught syllable types on a standardized test of word recognition, though both groups demonstrated large gains for learning target words. Results support connectionist theories that promote teaching morphological links in literacy instruction.  \nNinety million adults in the United Stated have low literacy skills according to the National Research Council (2012). Given the number of people directly affected, and the associated costs to public health and employment, there is a serious lack of rigorous research studying interventions for adult struggling readers (Greenberg, 2008; Kruidener, 2002; Tighe & Schatschneider, 2016). Adults seeking alternative high school credentials like the General Education Development (GED) diploma, and those in Adult Basic Education (ABE) programs have a wide range of reading skill deficits (Perin, Flugman & Spiegal, 2006; Greenberg, Ehri & Perin, 1997). Surprisingly, despite promising results of morphological instruction with both children and adults, there is little evidence that adult literacy studies are taking advantage of the potential of teaching morphemes, including prefixes, root words and suffixes (Alamprese, MacArthur, Price & Knight, 2011; Deacon, Parrila  \n& Kirby, 2006; Fracasso, Bangs & Binder, 2015; Law, Wouters & Ghesquiere, 2015). Randomized pilot studies such as this one, are “those in which a future definitive clinical trial involving randomized study groups or its components are investigated on a miniature scale”(Kaur, Figueiredo, Bouchard, Moriello & Mayo1, 2017, p. 1243). This study tests the feasibility of providing instruction in morphemes to increase component literacy skills of adult struggling readers.  \nTheoretical Underpinnings  \nAccording to Perfetti and Hart’s (2002) Lexical Quality Hypothesis, the process of reading is essentially about knowledge of words. Being able to reliably identify the pronunciations, spellings and meanings of words paves the way for successful reading comprehension and subsequently, more practice with reading. Perfetti and Hart (2002)  \nCorrespondance: Susan H. Gray, [Susan.Gray@bridgew.edu](Susan.Gray@bridgew.edu) 19  \nargue that “multiple encounters with a given word tend to produce a common core representation consisting of a nexus of orthographic, phonological and semantic information”(p. 190). Skilled readers tend to have tightly connected internal representations of words’ spellings, pronunciationsand meanings. In contrast, struggling readers tend to have poorly specified lexical representations of words’ core constituents such as their orthographic, phonological and semantic (with syntactic) identities. Low quality lexical representations result in poor word analysis and word identification skills, impeding access to higher level skills like fluency and comprehension. Simply put, readers are not likely to comprehend passages containing words they cannot decode or recognize. Increasing the quality of lexical representations ought to lead to greater word reading, thereby reducing obstacles to comprehension (Perfetti, 2007).  \nLike Perfetti, Ehri (1978, 1999, 2005) argues that readers must cle","cbCaiuESiv1GUXS1","https://ap.wps.com/l/cbCaiuESiv1GUXS1","pdf",511679,18,"English","# Abstract\n## Theoretical Underpinnings\n## The Potential of Teaching Morphemes to Adult Struggling Readers","[{\"question\":\"What was the main goal of the pilot study?\",\"answer\":\"The study aimed to examine the effects of morphological instruction on component literacy skills in adult struggling readers.\"},{\"question\":\"How were participants assigned to instruction types?\",\"answer\":\"Sixteen adults were randomly assigned to tutoring focused on either morpheme analysis or syllable analysis.\"},{\"question\":\"What were the key results comparing morpheme and syllable instruction?\",\"answer\":\"The morpheme group taught semantic connections between root words and derived forms outperformed the syllable group on standardized word recognition, while both groups improved substantially for target vocabulary.\"}]","Linking Root Words and Derived Forms for Adult Struggling Readers - A Pilot Study | PDF",1792065991,45]