The effects of systematic and explicit morphologic instruction of prefixes on vocabulary acquisition and comprehension

Cori L. Christian

Abstract

This study investigated the effects of a systematic and explicit morphological intervention of prefixes on the vocabulary and comprehension performance of fifteen fourth grade students in an urban primary school in the Midwestern United States. The intervention focused on systematic and explicit instruction, practice, and review of the 20 most commonly used prefixes in the English language (Stahl, 1999). A variety informal vocabulary and comprehension assessments were administered and used to analyze the effects of the intervention. Although the data demonstrated mixed results, the morphologic intervention greatly improved students understanding of the 20 most common prefixes and showed promising students growth in both vocabulary and comprehension.