Statement of the Hypothesis
Fourth-grade students who receive explicit strategy instruction in morphological word analysis and word mapping will exhibit greater vocabulary acquisition skills, an enhanced ability to access word meaning and word schema, and greater use of rich words in their writing as measured by the Test of Written Language (TOWL-3) (Hammill & Larsen 1996) a researcher-designed morphological analysis of words/word mapping assessment, and an Analytical Trait writing rubric.
