| Struggling readers are not learning at the rate of their peers and will actually begin to decelerate unless intense intervention occurs (Wren, 2007). The goal of the educator is to reverse the struggling reader's deceleration in order for the student to catch up with peers before a pattern of failure is established. Success may be fostered at the word level; instruction of strategies that promotes a richer, fuller vocabulary for students is essential. This study focused on the use of the word part strategy in helping students achieve success in reading.;The purpose of this study was to examine the effects of explicit teaching and active student application of specific Greek and Latin affixes and root words with third and fourth grade remedial reading students. Since there are so many words and so little time to catch up for the struggling reader, the word part strategy may assist in accelerating vocabulary growth and in improving reading comprehension. The National Reading Panel (2000) stressed the use of word part strategies in developing vocabulary in children.;The study addressed the observable and measurable effects of the explicit and systematic instruction of Greek and Latin prefixes, suffixes and root words on a group of third and fourth grade remedial reading students. It then analyzed the impact that explicit systematic instruction had on vocabulary growth, reading comprehension, and attitude about words and language.;Fifty-three third and fourth grade remedial readers participated in the study. Pretests and posttests assessing their knowledge of twenty-two specific word parts as well as a vocabulary survey assessing their attitude about words were administered.;A substantial positive increase in scores occurred for both the third and fourth graders. The post-study survey responses revealed themes of empowerment, independence and transfer of knowledge. A new appreciation and awareness of words was apparent from both student and classroom teacher responses. |
