Helpful Guidelines and Strategies for Explicit Vocabulary Instruction of Greek and Latin Morphemes

Authors

  • Dr. Amanda Wall Georgia Southern University

DOI:

https://doi.org/10.56887/galiteracy.57

Keywords:

explicit vocabulary instruction, Greek and Latin morphemes, vocabulary knowledge

Abstract

Vocabulary knowledge predicts students' comprehension of text. Both research and the Common Core State Standards advocate explicit vocabulary instruction with attention to morphemes, or units of meaning within words. Many English words, especially more complex words that are part of a student's academic vocabulary or content-specific vocabulary, derive from Latin or Greek. For this reason, an explicit approach to vocabulary instruction based on Latin and Greek morphemes can support students' vocabulary knowledge. Several guidelines and strategies are described.

 

Author Biography

  • Dr. Amanda Wall, Georgia Southern University

    Dr. Amanda Wall ([email protected]) is an Assistant Professor in the Department of Teaching and Learning at Georgia Southern University. She studied Latin and Greek and then taught Latin in grades 5-12 for many years. 

Helpful Guidelines and Strategies for Explicit Vocabulary Instruction of Greek and Latin Morphemes

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Published

10/30/2014

Issue

Section

Research and Practitioner Articles

How to Cite

Wall, A. (2014). Helpful Guidelines and Strategies for Explicit Vocabulary Instruction of Greek and Latin Morphemes. Georgia Journal of Literacy, 37(2), 6-12. https://doi.org/10.56887/galiteracy.57

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