Examine at least two different video clips, sources, or links (e.g., blogs, descriptions, videos) about children developing morphology. Drawing upon the readings and videos, prepare a short response (maximum 300-500 words):
a.) Identify two instructional approaches to teaching morphology that you would consider adopting into your instruction. Provide the link. State a rationale for the choice and how it might improve your instruction. OR b.) Write a summary about the role of morphology in language development. Morphology plays a crucial role in language development, shaping the structure and meaning of words. It is one of the core components of linguistic competence, and its acquisition is fundamental for effective communication. Morphology refers to the study of the internal structure of words and how they are formed from smaller units called morphemes. This process is integral to understanding and producing language. One of the primary functions of morphology in language development is word formation. Morphemes, the smallest units of meaning in a language, can be divided into two categories: free morphemes and bound morphemes. Free morphemes can stand alone as words, such as "book" or "run," while bound morphemes need to be attached to free morphemes to convey meaning, like the "-ed" in "walked" or the "-s" in "cats." Children learn to combine these morphemes to create more complex words, allowing them to express a wider range of concepts and ideas. As a secondary science teacher many words the students come across are of Latin or Greek origins. Mahony (1994) states that refinement of derivational awareness continues into high school as students encounter rarer words. It serves as a reminder that students may have learned the basics of morphology in lower grades, and it is important to review the concept and practice with more complex words they will come across. Displaying the PQRST mnemonic reference poster would serve as the reminder to morphology. After thinking more about morphology, I recalled teaching organic chemistry where again students are required to learn root words and the connection between the suffixes and number of chemical bonds. Example: alk-ane, alk-ene, and alk-yne. Switching over to mathematics and physics, the metric system utilizes morphemes in different units of measurement; milli-meter, centi-meter, meter, etc. Searching specifically for strategies to use with middle and high school students I came across this website: Using evidence-based strategies for morphology instruction with middle and high school students. — High School Speech Therapy (highschoolslp.com) I could see using the cent root worksheet with students and appreciate the other activities that are more grade appropriate for who I typically am teaching. In conclusion, morphology is a pivotal aspect of language development. It underpins word formation, morphological awareness, vocabulary growth, and grammatical competence. Children gradually acquire morphological knowledge through exposure to their native language and practice. Understanding the role of morphology in language development can provide valuable insights for educators and parents, as it highlights the importance of supporting children's morphological awareness and encouraging the exploration of word structure as they learn and develop their linguistic skills. Goodwin, A., Lipsky, M., & Ahn, S. (2012). Word detectives: Using units of meaning to support literacy. The Reading Teacher, 65, 461-470. DOI: 10.1002/TRTR.01069 Kirby, J. R., Deacon, S. H., Bowers, P. N., Izenberg, L., Wade-Woolley, L., & Parrila, R. (2012). Children’s morphological awareness and reading ability. Reading and Writing, 25, 389-410. doi:10.1007/s11145-010-9276-5 Kirby, J. R., & Bowers, P. N. (2012). Morphology works. What Works? Research into Practice, Ontario Ministry of Education Literacy and Numeracy Secretariat. Mahony, D.L. (1994). Using sensitivity to word structure to explain variance in high school and college level reading ability. Reading and Writing: An Interdisciplinary Journal, 6(1), 19–44. doi:10.1007/BF01027276
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AuthorTanya Kerr is a current student of Queen's University Graduate studies. ArchivesCategories |