卓越實證概述 Best Evidence in Brief

Can language minority students benefit from an app-based morphology program?

Recently, Bratlie et al. conducted a study of a second-grade Norwegian morphology program. Even though this digital game-based program was not used specifically with Language Minority (LM) students, the researchers sought to examine the differences between LM students and Language Majority (LMA) students’ performances in the program as well as the initial language literacy and context’s influences on students’ performance. To understand the differences and relationships, researchers studied 717 second-grade students from 12 schools across 3 municipalities in Norway via three data collection points: before the training, within 3 weeks after the training, and approximately 6 months after the training. Among the studied population, 26% of the participants had a LM background, while the majority of students (61%) had both parents as native Scandinavian language speakers.

In general, the 8-week long morphology program significantly influenced students’ morphological word learning no matter their language background. In addition, the influence of the program still existed months after the training was complete. According to the Latent Profile, LM students tended to perform poorly in spelling of multi morphemic words. However, there were no significant differences between reading ability among LM and LMA students. The results also showed a significant relationship between parents’ education and morphological word knowledge (d=0.42, p=.005) but no significant differences in the follow-up test (d=0.02, p=.246).

This study provides evidence that morphology interventions can be effectively implemented for all students within a whole class setting, and such an approach may be especially important for LM students.
 
Source:
Bartlie, S. S., Gustafsson, J.-E., & von Koss Torkildsen, J. (2021). Effectiveness of a classroom-implemented, app-based morphology program for language-minority students: examining latent language-literacy profiles and contextual factors as moderators. Reading Research Quarterly, Early View. https://doi.org/10.1002/rrq.447

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