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A graphomorphemic approach to identifying and selecting a set of high utility, stable affixes common to the technical vocabulary of science

Published online by Cambridge University Press:  14 July 2014

KRISTIN NELLENBACH ,
JENNIFER ZOSKI ,
JOY DIAMOND  and
KAREN ERICKSON
KRISTIN NELLENBACH*
Affiliation:
University of North Carolina at Chapel Hill
JENNIFER ZOSKI
Affiliation:
University of North Carolina at Chapel Hill
JOY DIAMOND
Affiliation:
University of North Carolina at Chapel Hill
KAREN ERICKSON
Affiliation:
University of North Carolina at Chapel Hill
*
ADDRESS FOR CORRESPONDENCE Kristin Nellenbach, Department of Allied Health Sciences, Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill, Room 1110 Bondurant Hall, 321 South Columbia Street, Chapel Hill, NC 27599–7335. E-mail: [email protected]
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Abstract

Adolescents often learn science vocabulary through reading. This vocabulary is frequently characterized by multisyllabic words derived from Greek and Latin roots. While most adolescents have acquired the decoding skills to read these multisyllabic words, many students, particularly those with disabilities, cannot engage in independent word learning because they lack the skills to decode these multisyllabic words. Graphomorphemic elements of words, including affixes, support effective decoding and can eventually support word learning. This article describes an approach used to identify the most frequently occurring, stable affixes within science words so that they could be used in “big word” decoding instruction. To illustrate the approach, a subset of high frequency science words and a list of high utility, stable affixes are provided.

Type
Articles
Information
Applied Psycholinguistics , Volume 36 , Issue 6 , November 2015 , pp. 1441 - 1457
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Copyright
Copyright © Cambridge University Press 2014 

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