Predicting children’s long-term knowledge of taught words and transfer words after a morphological vocabulary intervention

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

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Predicting children’s long-term knowledge of taught words and transfer words after a morphological vocabulary intervention. / Gellert, Anna Steenberg.

I: Language, Speech and Hearing Services in Schools, Bind 54, Nr. 2, 2023, s. 472–488.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Gellert, AS 2023, 'Predicting children’s long-term knowledge of taught words and transfer words after a morphological vocabulary intervention', Language, Speech and Hearing Services in Schools, bind 54, nr. 2, s. 472–488. https://doi.org/10.1044/2022_LSHSS-22-00002

APA

Gellert, A. S. (2023). Predicting children’s long-term knowledge of taught words and transfer words after a morphological vocabulary intervention. Language, Speech and Hearing Services in Schools, 54(2), 472–488. https://doi.org/10.1044/2022_LSHSS-22-00002

Vancouver

Gellert AS. Predicting children’s long-term knowledge of taught words and transfer words after a morphological vocabulary intervention. Language, Speech and Hearing Services in Schools. 2023;54(2):472–488. https://doi.org/10.1044/2022_LSHSS-22-00002

Author

Gellert, Anna Steenberg. / Predicting children’s long-term knowledge of taught words and transfer words after a morphological vocabulary intervention. I: Language, Speech and Hearing Services in Schools. 2023 ; Bind 54, Nr. 2. s. 472–488.

Bibtex

@article{e48bccf6ae1640e99a31d9b142001630,
title = "Predicting children{\textquoteright}s long-term knowledge of taught words and transfer words after a morphological vocabulary intervention",
abstract = "Purpose: The first purpose of this study was to investigate how children's knowledge of taught words and transfer words assessed 10 months after a morphological vocabulary intervention can be predicted by means of language measures taken before the intervention. The second purpose was to investigate whether and how immediate post-intervention measures can contribute to the prediction after pre-intervention measures are accounted for.Method: A secondary analysis of data from 87 participants in a trial of short- and long-term effects of a morphological vocabulary intervention for fifth-grade students with limited vocabulary was conducted. Students' knowledge of morphologically transparent taught words and transfer words was examined 10 months after the intervention. Pre-intervention and immediate post-intervention measures of general vocabulary, knowledge of morphologically transparent words, morphological analysis of pseudowords, and meta-morphological knowledge were evaluated as predictors.Results: By means of pre-intervention measures only, about 40% of the overall variance in students' knowledge of morphologically transparent words assessed at follow-up could be predicted. A good early classification of students with later relatively good or poor word knowledge could be obtained, especially for knowledge of transfer words. Furthermore, immediate post-intervention measures were found to add substantially to the prediction of overall variance in students' knowledge of morphologically transparent words at follow-up and to the correct early classification beyond the contribution from pre-intervention measures. In particular, pre- and post-intervention measures of knowledge of morphologically transparent words and morphological analysis of pseudowords in combination yielded a good classification of students with later relatively good or poor knowledge of transfer words.Conclusion: A good level of prediction of students' knowledge of morphologically transparent taught words and transfer words 10 months after a morphological vocabulary intervention can be provided by means of a combination of a few pre- and post-intervention measures of knowledge of morphologically transparent words and morphological analysis of pseudowords.",
author = "Gellert, {Anna Steenberg}",
year = "2023",
doi = "10.1044/2022_LSHSS-22-00002",
language = "English",
volume = "54",
pages = "472–488",
journal = "Language, Speech and Hearing Services in Schools",
issn = "0161-1461",
publisher = "American Speech - Language - Hearing Association",
number = "2",

}

RIS

TY - JOUR

T1 - Predicting children’s long-term knowledge of taught words and transfer words after a morphological vocabulary intervention

AU - Gellert, Anna Steenberg

PY - 2023

Y1 - 2023

N2 - Purpose: The first purpose of this study was to investigate how children's knowledge of taught words and transfer words assessed 10 months after a morphological vocabulary intervention can be predicted by means of language measures taken before the intervention. The second purpose was to investigate whether and how immediate post-intervention measures can contribute to the prediction after pre-intervention measures are accounted for.Method: A secondary analysis of data from 87 participants in a trial of short- and long-term effects of a morphological vocabulary intervention for fifth-grade students with limited vocabulary was conducted. Students' knowledge of morphologically transparent taught words and transfer words was examined 10 months after the intervention. Pre-intervention and immediate post-intervention measures of general vocabulary, knowledge of morphologically transparent words, morphological analysis of pseudowords, and meta-morphological knowledge were evaluated as predictors.Results: By means of pre-intervention measures only, about 40% of the overall variance in students' knowledge of morphologically transparent words assessed at follow-up could be predicted. A good early classification of students with later relatively good or poor word knowledge could be obtained, especially for knowledge of transfer words. Furthermore, immediate post-intervention measures were found to add substantially to the prediction of overall variance in students' knowledge of morphologically transparent words at follow-up and to the correct early classification beyond the contribution from pre-intervention measures. In particular, pre- and post-intervention measures of knowledge of morphologically transparent words and morphological analysis of pseudowords in combination yielded a good classification of students with later relatively good or poor knowledge of transfer words.Conclusion: A good level of prediction of students' knowledge of morphologically transparent taught words and transfer words 10 months after a morphological vocabulary intervention can be provided by means of a combination of a few pre- and post-intervention measures of knowledge of morphologically transparent words and morphological analysis of pseudowords.

AB - Purpose: The first purpose of this study was to investigate how children's knowledge of taught words and transfer words assessed 10 months after a morphological vocabulary intervention can be predicted by means of language measures taken before the intervention. The second purpose was to investigate whether and how immediate post-intervention measures can contribute to the prediction after pre-intervention measures are accounted for.Method: A secondary analysis of data from 87 participants in a trial of short- and long-term effects of a morphological vocabulary intervention for fifth-grade students with limited vocabulary was conducted. Students' knowledge of morphologically transparent taught words and transfer words was examined 10 months after the intervention. Pre-intervention and immediate post-intervention measures of general vocabulary, knowledge of morphologically transparent words, morphological analysis of pseudowords, and meta-morphological knowledge were evaluated as predictors.Results: By means of pre-intervention measures only, about 40% of the overall variance in students' knowledge of morphologically transparent words assessed at follow-up could be predicted. A good early classification of students with later relatively good or poor word knowledge could be obtained, especially for knowledge of transfer words. Furthermore, immediate post-intervention measures were found to add substantially to the prediction of overall variance in students' knowledge of morphologically transparent words at follow-up and to the correct early classification beyond the contribution from pre-intervention measures. In particular, pre- and post-intervention measures of knowledge of morphologically transparent words and morphological analysis of pseudowords in combination yielded a good classification of students with later relatively good or poor knowledge of transfer words.Conclusion: A good level of prediction of students' knowledge of morphologically transparent taught words and transfer words 10 months after a morphological vocabulary intervention can be provided by means of a combination of a few pre- and post-intervention measures of knowledge of morphologically transparent words and morphological analysis of pseudowords.

U2 - 10.1044/2022_LSHSS-22-00002

DO - 10.1044/2022_LSHSS-22-00002

M3 - Journal article

C2 - 36701804

VL - 54

SP - 472

EP - 488

JO - Language, Speech and Hearing Services in Schools

JF - Language, Speech and Hearing Services in Schools

SN - 0161-1461

IS - 2

ER -

ID: 305027581