Answers are grounded in this paper and cite their sources.
The purpose of this study was to examine the effectiveness of a multilinguistic intervention to improve reading and spelling in primary grade students who struggle with literacy. Twenty second-grade students with spelling deficits were randomly assigned to receive a multilinguistic intervention with a phonological and orthographic awareness emphasis, or one with an additional morphological awareness focus. The morphological intervention group performed better on standardized measures of reading comprehension, and spelling, and on a nonstandardized spelling test of morphological patterns. Both groups improved and no between-group differences were found on a standardized measure of word identification and word attack, as well as on a nonstandardized spelling test of orthographic patterns.
No takes yet. Share an insight, caveat, or question.
Wolter et al. (2013) studied this question.
Synapse has enriched 10 related papers. Consider them for comparative context: