Abstract
AbstractThe authors detail word‐learning strategies from a small‐scale early reading intervention for first graders (N = 3) focused on Greek and Latin roots in science‐based informational texts. Educators can provide explicit instruction to support student awareness of word structures in content‐specific vocabulary, and this instruction can be adapted to meet the needs of students at different reading levels. The current intervention involved an exploration of morphology, including the study of Greek and Latin roots and of affixes, and its contribution to word relations and meanings. The intervention was designed to complement Common Core State Standards and Next Generation Science Standards. The instructional approaches included root identification tasks, problem‐solving techniques, and practice with word production by analyzing selected terms in authentic scientific texts. Analyses suggested that opportunities to personalize and practice with roots and affixes, specifically through interactive activities such as discussions and creating visual representations, supported the development of students’ morphological awareness.
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