Yap, Soon Li
(2021)
Morphological Awareness And The Influence Of Explicit Morphological Instruction On Reading Comprehension Among Malaysian Primary School Learners.
PhD thesis, Perpustakaan Hamzah Sendut.
Abstract
This study intends to investigate the significant relationship and predictability of morphological awareness (MA) on English reading comprehension performance in the ESL context. It also examines the significant difference in comprehension performance after explicit instruction in MA. This quasi-experimental study has applied convenience sampling in recruiting 125 pupils from two government primary schools in a suburb area. The experimental group was given the explicit teaching of morphology intervention during their reading lessons for 12 consecutive weeks, and the control group had their lessons without this intervention. The Pearson Moment correlation test indicated that there was a strong and positive relationship between MA and reading comprehension performance. Furthermore, multiple linear regression analysis had proven that MA could significantly and accurately predict the performance of reading comprehension performance. After controlling for learners’ pre-test scores, ANCOVA statistical result confirmed that the experimental group could perform better than the control group in terms of reading comprehension performance. Therefore, it is crucial for curriculum developers and educational practitioners to give recognition of the importance of morphology. Educational practitioners and academics should explore further the teaching of morphology in order to improve their learners’ reading comprehension skill.
Actions (login required)
 |
View Item |
