eprintid: 10004833
rev_number: 20
eprint_status: archive
userid: 587
source: pure
dir: disk0/00/00/48/33
datestamp: 2010-05-18 15:55:28
lastmod: 2017-12-07 21:12:33
status_changed: 2010-05-18 15:55:28
type: article
metadata_visibility: show
item_issues_count: 0
creators_name: Hurry, Jane
creators_name: Bryant, Peter
creators_name: Curno, Tamsin
creators_name: Nunes, Terezinha
creators_name: Parker, Mary
creators_name: Pretzlik, Ursula
creators_name: Midgley, Lucinda
creators_id: jane.hurry@ioe.ac.uk
creators_id: 
creators_id: 
creators_id: 
creators_id: m.parker@ioe.ac.uk
creators_id: 
creators_id: 
title: Transforming research on morphology into teacher practice
ispublished: pub
divisions: B14
keywords: Primary school; Literacy; 5 - 10; morphology; teacher practice; professional development; spelling
abstract: Research suggests that the explicit teaching of morphological principles will improve children’s spelling. Despite the fact that reference is made to morphology in English policy documents, teachers make limited use of morphology when teaching spelling, relying more heavily on phonic and visual strategies. After attending a course on role of morphemes in spelling, teachers’ own awareness of morphology increased and this was reflected in their practice. This in turn caused their pupils to make significant gains in spelling, compared to a control group. This reinforces the proposition that explicit instruction about morphemes is helpful to children’s learning. It demonstrates the fact that research can be transformed into teacher practice, but it also illustrates the difficulties. Policy documentation alone is insufficient. Professional development can effect change but this may be hard to sustain. Children’s gains are contingent on teacher’s continuing to dedicate class time to focussed intervention.
date: 2005-06
date_type: published
oa_status: green
language: eng
primo: open
primo_central: open_green
full_text_status: public
publication: Research Papers in Education
volume: 20
number: 2
pagerange: 187-206
pages: 20
refereed: TRUE
issn: 0267-1522
citation:        Hurry, Jane;    Bryant, Peter;    Curno, Tamsin;    Nunes, Terezinha;    Parker, Mary;    Pretzlik, Ursula;    Midgley, Lucinda;      (2005)    Transforming research on morphology into teacher practice.                   Research Papers in Education , 20  (2)   pp. 187-206.          Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10004833/1/Hurry2005Teaching187.pdf