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UID:16841-6ff442714ab3c7bb9e91fd1f697f61a4@events.la.psu.edu
DTSTAMP:20261013T073259Z
DTSTART;TZID=America/New_York:20180420T090000
DTEND;TZID=America/New_York:20180420T103000
SUMMARY:CLS Speaker Series - Amy Crosson (Penn State, College of Education) Effe
	cts of Vocabulary and Morphology Interventions with Adolescent Language 
	Minority Learners
DESCRIPTION:Effects of Vocabulary and Morphology Interventions \nwith Ad
	olescent Language Minority Learners\n\nIn this presentation I will share
	 my on-going\, school-based intervention research with language minority
	 adolescents\, carried out in collaboration with the Pittsburgh Public S
	chools and the Salt Lake City School District. These studies\, funded by
	 the Spencer Foundation and the Institute for Education Sciences\, are d
	esigned to investigate whether robust academic vocabulary instruction in
	fused with morphological analysis of bound Latin roots (e.g.\, analysis 
	of the relation between&nbsp\;innovative&nbsp\;and its bound root\,&nbsp
	\;nov) enhances word learning and comprehension outcomes for language mi
	nority (LM) adolescents.&nbsp\; Theory suggests that morphological knowl
	edge is a critical component of lexical representations\, binding a word
	’s phonological\, orthographic and semantic features (Perfetti &amp\; Ha
	rt\, 2007).&nbsp\; We hypothesized that instruction in bound Latin roots
	 would a) produce stronger outcomes for learning academic words by stren
	gthening semantic and orthographic representations\, and b) equip studen
	ts with morphological analysis skills to problem-solve new words. Measur
	es included an experimental assessment of multidimensional word knowledg
	e\, a lexical decision task\, and a dynamic assessment of morphological 
	problem-solving\, among others.&nbsp\; Results to date show large treatm
	ent effects for morphological problem-solving of unfamiliar words and su
	ggest positive treatment effect on lexical access\, lending partial supp
	ort to the hypothesis that instruction about bound Latin roots contribut
	es to LM adolescents’ word learning. In future work\, I hope to draw on 
	theory and methodological approaches from the language sciences to shed 
	light on word learning and the effects of language-focused interventions
	 with LM learners in public school settings.&nbsp\; \n\nFor more details
	: https://events.la.psu.edu/event/cls-speaker-series-amy-crosson-penn-st
	ate-college-of-education-effects-of-vocabulary-and-morphology-interventi
	ons-with-adolescent-language-minority-learners/
X-ALT-DESC;FMTTYPE=text/html:<html><head></head><body><h2 class=" " styl
	e="text-align: center; "><b>Effects of Vocabulary and Morphology Interve
	ntions </b></h2><h2 class=" " style="text-align: center; "><b>with Adole
	scent Language Minority Learners</b></h2><p><b><br></b></p><p>In this pr
	esentation I will share my on-going, school-based intervention research 
	with language minority adolescents, carried out in collaboration with th
	e Pittsburgh Public Schools and the Salt Lake City School District. Thes
	e studies, funded by the Spencer Foundation and the Institute for Educat
	ion Sciences, are designed to investigate whether robust academic vocabu
	lary instruction infused with morphological analysis of bound Latin root
	s (e.g., analysis of the relation between&nbsp;<i>innovative</i>&nbsp;an
	d its bound root,&nbsp;<i>nov</i>) enhances word learning and comprehens
	ion outcomes for language minority (LM) adolescents.&nbsp; Theory sugges
	ts that morphological knowledge is a critical component of lexical repre
	sentations, binding a word’s phonological, orthographic and semantic fea
	tures (Perfetti &amp; Hart, 2007).&nbsp; We hypothesized that instructio
	n in bound Latin roots would a) produce stronger outcomes for learning a
	cademic words by strengthening semantic and orthographic representations
	, and b) equip students with morphological analysis skills to problem-so
	lve new words. Measures included an experimental assessment of multidime
	nsional word knowledge, a lexical decision task, and a dynamic assessmen
	t of morphological problem-solving, among others.&nbsp; Results to date 
	show large treatment effects for morphological problem-solving of unfami
	liar words and suggest positive treatment effect on lexical access, lend
	ing partial support to the hypothesis that instruction about bound Latin
	 roots contributes to LM adolescents’ word learning. In future work, I h
	ope to draw on theory and methodological approaches from the language sc
	iences to shed light on word learning and the effects of language-focuse
	d interventions with LM learners in public school settings.&nbsp;<b> </b
	></p><p><b><br></b></p><p>For more details: <a href='https://events.la.p
	su.edu/event/cls-speaker-series-amy-crosson-penn-state-college-of-educat
	ion-effects-of-vocabulary-and-morphology-interventions-with-adolescent-l
	anguage-minority-learners/'>https://events.la.psu.edu/event/cls-speaker-
	series-amy-crosson-penn-state-college-of-education-effects-of-vocabulary
	-and-morphology-interventions-with-adolescent-language-minority-learners
	/</a></p></body></html>
LOCATION:127 Moore Building
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