Abstract
This study investigated the effects of a combined contextual and morphemic analysis strategy to increase prediction and analysis of science vocabulary words by three high school (9th–10th grade) English language learners with reading disabilities. A multiple baseline across participants design was used. Students analyzed science words using the Clue Word Strategy (CWS). Dependent measures examined strategy use, morpheme and knowledge, and reading comprehension. In addition, student acceptability of the strategy was assessed. Results indicated that the CWS both increased and maintained students’ proficiency in analyzing science vocabulary. In addition, students enjoyed using the CWS strategy and recommended it to peers. Implications and limitations of the findings are delineated.
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