Abstract This research study examined the effects of explicit instruction in generative word knowledge and vocabulary skills instruction on fourth-grade students’ writing. Pretest and posttest data from the Test of Written Language (TOWL-3) (Hammill & Larsen, 1996), an analytical trait writing rubric, and a researcher-designed morphological word analysis assessment were used to provide evidence to support that best practices improve students’ writing. To conduct this study, a sample of 5 students were chosen from one fourth-grade elementary school classroom in a south shore suburban setting. The students were chosen as a representative sample that reflected a cross section of the class with regard to ability and performance in English language arts. The sample consisted of two 10-year old males and 3 females, one aged 10 years, and two aged 9 years. The parents/guardians gave permission for their children’s participation in the study by signing an informational letter. The 10-week study included explicit instruction in word analysis, including Latin, Greek, and Old English roots; adding and defining affixes, including inflected endings; and spelling rules for adding affixes. The interventions involved activities with word families, analytical trait writing, and use of mentor texts for read-aloud and think-aloud lessons. Results showed all students made gains in word analysis and analytical trait writing. Slight gains were made in some subtests of the TOWL-3 as well.
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