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Effects of GO FASTER on Morpheme Definition Fluency for High School Students with High‐Incidence Disabilities
Author(s) -
Fishley Katelyn M.,
Konrad Moira,
Hessler Terri,
Keesey Susan
Publication year - 2012
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2012.00356.x
Subject(s) - morpheme , fluency , vocabulary , psychology , vocabulary development , linguistics , mathematics education , literacy , intervention (counseling) , teaching method , pedagogy , philosophy , psychiatry
Although vocabulary plays an important role in literacy and content instruction, there is a paucity of research identifying effective methods for teaching vocabulary. One promising strategy is morphemic analysis, which involves breaking words into morphemes, the smallest meaningful parts of words, and teaching students the meanings of those parts. The current study used a multiple probe across morphemes experimental design to determine the effects of an intervention package, GO FASTER ( G raphic O rganizers; F lashcards A dded up and S elf‐graphed to T rack progress; E rrors R eviewed). Findings showed that with three to four instructional sessions, three high school students with high‐incidence disabilities successfully defined morphemes at a predetermined fluency rate and generalized these definitions to untaught words. Implications for practice and future research are discussed.