Abstract
AbstractStudents in a content‐area reading course examined the vocabulary of each of their disciplines, focusing on recurrent roots and affixes. They wanted to become teachers of math, science, English, music, and history; therefore, they needed to learn discipline‐specific morphemes so they could help their future students figure out new words in their content areas. The students: analyzed words in their disciplinary vocabularies, using recurrent roots and affixes to aid in comprehension of word meaning; adapted traditional reading strategies for disciplinary use; discovered that many roots and affixes which were seemingly particular to one discipline also contributed to the meanings of words in other disciplines; designed content‐area lessons using a morphemic approach. The class learned that teaching the meanings of morphemes could improve disciplinary literacy and could also help with vocabulary in other content areas.
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