Buddingh, Melissa - Spring - 2009

THE EFFECTS OF TEACHING ROOTS AND AFFIXES ON THE VOCABULARY
DEVELOPMENT OF UNDERPERFORMING STUDENTS
Melissa Buddingh
B.A., University of California, Davis, 2005
THESIS
Submitted in partial satisfaction of

the requirements for the degree of
MASTER OF ARTS
in
EDUCATION
and Instruction)
(Curriculum
at
CALIFORNIA STATE UNIVERSITY, SACRAMENTO
SPRING
2009
THE EFFECTS OF TEACHING ROOTS AND AFFIXES ON THE VOCABULARY
A Thesis
by
Melissa Buddingh
Ap roved by:
-, Committee Chair
Rita JohnAn /1
, Second Reader
ZdhAiah Davis
Date
.
Student: Melissa Buddingh
I certify that this student has met the requirements for format contained in the
University format manual, and that this thesis is suitable for shelving in the Library
and credit is to be awarded for the thesis.
Dr. Robert Pritchard, Department Chair te
Department of Teacher Education
iii
Abstract
of
THE EFFECT OF TEACHING ROOTS AND AFFIXES ON THE VOCABULARY

by
Melissa Buddingh
Statement ofProblem
Recent STAR testing results show that California students are not performing
well on the English/Language Arts portion of the examination (California Department
of Education, 2008). Many underperforming students, including English Learners,
have difficulty with the plethora of unfamiliar vocabulary words found in such
examinations, as well as in their regular schoolwork. Since these students have to pass
the California High School Exit Exam (CAHSEE) to graduate from high school, they
need to be taught strategies that will assist them in decoding and comprehending
foreign vocabulary words. The skills they learn in K-12 education will help students
have successful futures.
Sources of Data
Information was obtained through the program and coursework as well as
research of the pertinent and relevant literature. Other data was collected through the
observation and testing of two junior high school English classrooms.

iv
Conclusions Reached
Results of a pre and posttest suggested students who were given explicit
instruction in roots and affixes performed better than those who did not receive
explicit instruction. Results also showed students responded well to games and
activities meant to motivate them to academic success.
_________ _ ,C omm ittee Chair

RitaM.John n
Date
v
ACKNOWLEDGMENTS
I would like to thank Dr. Rita Johnson for her commitment to excellence in the
Education Department at California State University, Sacramento. I have met few
other professors who work with such incredible energy, enthusiasm, and efficiency.
I would like to thank Dr. Frank Lilly, who revised my thesis multiple times and
gave me advice regarding how to improve both the content and technical issues in my
Review of Literature.
I would like to thank my fellow classmates, who helped encourage me and
keep me on schedule. I would especially like to thank Jenna Elam, who encouraged
me to graduate earlier than I had planned.
I would like to thank my friends and family, who put up with my hibernation
for nearly one year as I tried to finish this thesis while working full time teaching
seventh grade.
I would especially like to thank my husband Gerrit, who was my greatest
encourager during this process. I'm particularly thankful for his prayers during the
difficult times and for helping me with the statistics portion of my fourth chapter.
Psalm 126:3
Vi
TABLE OF CONTENTS
Page
Acknowledgments....................................................................................................... vi
List of Tables .......................................... x
List of Figures .......................................... xi
Chapter
1. INTRODUCTION..................................................................................................1
Statement of the Problem .......................................... 1
Significance of the Study ......................................... 3
Theoretical Basis for the Study ........................................... 3
Limitations and Assumptions .......................................... 3
Definition of Terms ...... 4..................................
Organization of the Thesis .......................................... 5
2. REVIEW OF LITERATURE .......................................... 6
The Achievement Gap .......................................... 6
The Importance of Literacy in the 2 1 st Century ........................................... 9
Constructivism ......................................... 10
Bloom's Taxonomy .......................................... 11
Keys Components to a Language Arts Curriculum ....................................... 12
Importance of Teaching Vocabulary ......................................... 13
vii
Importance of Teaching Roots and Affixes ................................................... 15
Strategies for Teaching Vocabulary ................................................ ....... 19
M otivation...................................................................................................... 24
Summary........................................................................................................ 27
3. METHODOLOGY............................................................................................... 29
Setting............................................................................................................ 29
Participants..................................................................................................... 30
Instrum ents..................................................................................................... 31
Research Design............................................................................................. 31
Organization of Explicit Direct Instruction for Experimental Groups ........... 32
Data Analysis................................................................................................. 34
4. DATA ....................................................... 35
Presentation of the Data ....................................................... 35
Analysis and Interpretation ....................................................... 37
Sum mary........................................................................................................ 39
4. SUMMARY AND DISCUSSION ....................................................... 40
Sum mary........................................................................................................ 40
Conclusions.................................................................................................... 41
Concerns......................................................................................................... 42
Further Recommendations .................. ..................................... 43
viii
Appendix A. Consent Letter ................................ 45
Appendix B. Student Pretest ................................ 47
Appendix C. Student Posttest ................................ 50
Appendix D. Sample EDI Lesson ................................ 53
Appendix E. Information Chart ................................ 64
Appendix F. Team Project - Symbolic Poster ................................ 66
Appendix G. Student Worksheet ................................ 68
Appendix H. Mrs. Buddingh's Jeopardy ................................ 70
References.................................................................................................................. 73
ix
LIST OF TABLES
Page
1. Passage Rate on CAHSEE by Group ................................................... 7
2. Percentages of Students Scoring at Proficient and Above by Subgroup ......... 8
3. Level of Education and Employment Status ................................................... 9
4. English-Spanish Cognates .................................................... 16
5. Cognates Related to the Latin Root W ord "Viv" ............................................. 17
6. Lesson Plans................................................................................................... 33
7. Results............................................................................................................ 36
x
LIST OF FIGURES
Page
1. Mean Test Scores by Group .................... 38
2. Mean Test Scores by Gender .................... 39
xi
Chapter 1
INTRODUCTION
Statement of Problem
Semantics, or the knowledge of the meaning of words, is one of the most basic
elements of reading, writing, speaking and listening effectively. Knowledge of
vocabulary words is essential in every grade level, subject area and assessment. When
a student lacks knowledge of important vocabulary words, the student will struggle in,
and perhaps fail, grade level subject area assessments. In today's world of high stakes
testing, students must pass the California High School Exit Exam (CAHSEE) exam to
graduate high school. If students wish to go on to higher level education, they will
need to take additional exams requiring extensive vocabulary knowledge.
Additionally, the student with limited vocabulary knowledge will struggle to function
in the text-rich environment that is an integral part of their world.
Research suggests many California students are not meeting English/Language
Arts standards as assessed by standardized state tests (California Department of
Education, 2008). One particular area in which underperforming students often
struggle is in the realm of vocabulary development. This is especially true when
referring to English learners. Students need systematic and researched-based methods
to assist them in their vocabulary development and to promote literacy. California's
public schools have a daunting challenge to meet. The well-populated state hosts an
extremely diverse population of students in terms of race, language and ability level.
2
Students are required to meet very high academic standards, and many struggle to
catch up with the other students in their grade levels. Teachers must work hard to find
strategies to help the struggling students' progress as quickly as possible. To the extent
that they are able, teachers should research the best strategies to help their struggling
students reach their full potential.
Students who struggle tend to have difficulty comprehending or decoding new
words. Although a variety of methods can be employed to teach students new words,
one way teachers can assist students in learning new words is by teaching them the
meanings of common roots and affixes. This knowledge is important because words
that use roots and affixes are used across many subjects. For example, the prefix 'tri'
means 'three.' In science, a student might learn about genetics in relation to a set of
'triplets.' In mathematics, a student may learn that a triangle has three sides. In
history, a student may come across the word triton in relationship to Greek mythology.
In art, a student could be asked to design a tri-fold. In English, a student may come
across a myriad of other words that utilize the knowledge of the root 'tri'.
Additionally, roots and affixes are often cognates, which mean they mean the same
thing in different languages. There are many root and affix cognates between the
languages of Latin, Spanish, French, English, Italian, and Dutch. This could be a
particularly useful tool for English learners who have at least some language
knowledge in their heritage language, because they could then transfer their
vocabulary knowledge over from one language to the other.

3
Significance of the Study
Today's students undergo a plethora of high stakes testing, the outcome of
which determines whether or not they will fail or succeed academically. Many of
California's students are currently only performing at a "basic" or "below basic" level,
and these students are falling farther and farther behind their peers. At the middle
school level, the setting of this research, vocabulary development becomes extremely
important. In elementary school, smaller class sizes allow teachers to work on a more
individual level with students, which changes in middle school as teachers have larger
class sizes with many more students overall.
Theoretical Basis for the Study
Constructivism formed the basis for research and teaching strategies. Dewey's
(Eggen, 2001) contributions to constructivist theory helped formulate research
methods. Bloom's (1984) taxonomy informed the researcher of hierarchies and
thinking processes in relation to the formulation of teaching strategies and
assessments.
Limitations and Assumptions
The study is limited in scope and sequence by its location in a suburban middle
school in Northern California. Research results from this study may not be
generalizable to other populations. Further studies with different groups will help
inform the topic. Additionally, the sample size was relatively small, so any
improvement in test scores could potentially be related to individual student

4
achievement as opposed to teaching strategy. All possible efforts were made to ensure
the internal reliability of the results.
Definition of Terms
Achievement gap: An achievement gap refers to the observed disparity on a
number of educational measures between the performance of groups of students,
especially groups defined by gender, race/ethnicity, ability, and socioeconomic status.
The achievement gap can be observed on a variety of measures, including
standardized test scores, grade point average, dropout rates, and college-enrollment
and rates.
Affix: A meaningful letter or group of words that can be added to a root word
to alter meaning either at the beginning of the word (prefix) or the end of the word
(suffix).
Rich vocabulary: A student who has a rich vocabulary utilizes grade-
appropriate words, can employ synonyms and antonyms effectively, and can decode
words using taught strategies. Students with rich vocabularies are able to read higher-
level vocabulary words and also use them in their personal writing endeavors.
Root word: The meaningful base form of a complex word after all affixes are
re-moved.
Underperforming:A term referring to students who are not meeting grade level
benchmarks and standards. Criteria may include: STAR tests, district benchmarks,
CELDT scores, Accelerated Reader or math exams, and teacher observations.

5
Organization of the Thesis
Chapter 1 is the introduction including the statement of the problem,
significance of the study, limitations and assumptions, definition of terms, and
organization of the thesis.
Chapter 2 is the review of literature. Included in this is an analysis of
California's underperforming students in relation to the achievement gap, employment
and other statistics relevant to the need for literacy in the 2 1 st century, a list of the
essential components of a English Language Arts class, literature on the importance of
teaching vocabulary to underperforming students, a review of particular strategies for
teaching vocabulary, and a discussion of research on the importance of motivation to
student learning.
Chapter 3 gives description of the methodology including sample, research
design and procedure, and treatment.
Chapter 4 includes the results and findings along with analyses and
interpretations.
Chapter 5 contains the summary, conclusions, discussion and
recommendations for future research.
The final section includes an Appendix with ancillary materials and the list of
references used in this thesis.

6
Chapter 2
REVIEW OF LITERATURE
In this review of literature, current issues regarding California's achievement
gap and the importance of literacy in the 2lst century will be discussed. Research
articles discussing the merits of teaching roots and affixes as a means for vocabulary
development will be interpreted, and an overview of the importance of a rich
vocabulary will be provided. Additionally, key concepts in teaching vocabulary will
be explored, and the relationship between student achievement and motivation will be
addressed.
The Achievement Gap
Currently, a large achievement gap exists in the California school system; an
ever-expanding chasm separates students who perform at a proficient or advanced
level from those who do not meet minimum standards for their appropriate grade
level. The ramifications of this include: large numbers of students unable to pass the
California High School Exit Exam (CAHSEE) exam to graduate from high school,
students unable to apply for college due to low test scores and grades, and a number of
students failing out of school altogether. Data analysis and standardized testing have
allowed researchers to definitively inform the public that particular groups of students
are underperforming (see Table 1).

7
Table 1, developed using statistics from the 2007-2008 school year for
California students in their senior year of high school, shows disparity in CAHSEE
passage rates.
Table 1
PassageRate on CAHSEE by Group
Group Passage rate on CAHSEE Percent below overall

(by senior year of high state average
school)
State Average Overall 90% N/A
English Learners 73.5% 16.5
Students with Disabilities 54.5% 35.5
Low-income Students 85.5% 4.5
African-American Students 80% 10
Note: Information includes only students currently enrolled in a California high

school; does not include high school dropouts prior to 12th grade.
Source: Becker, Wise, & Watters, 2008
Table 2 details the aforementioned disparity with regards to the Standardized
Testing and Reporting (STAR) test.

8
Table 2
Percentagesof Students Scoring at Proficientand Above by Subgroup
English-Language Arts
S g cm
IA!!Students 46
Female [ 50
|Male 42
lEconomically Disadvantaged _[2
|Not Economically Disadvantaged [62
English Only Students [4
Initially-Fluent English Proficient (I-FEP)[ 62
Reclassified-Fluent English Proficient (R-|
FEP) e _L
Englsh earers [17

Source: California Department of Education, 2008
In the early part of the 2 1st century, California developed the P16 Council to
research the achievement gap and offer workable solutions to the major problems
facing the diverse state. It made a number of recommendations for attempting to
lessen the achievement gap. One of these suggestions was to "Focus on Academic
Rigor." Teaching students roots and affixes in order for them to increase their
vocabulary knowledge is a key component of focusing on rigor in today's
Reading/Language Arts classroom (McKinsey & Company, 2008).
Clearly, some groups of students are falling behind the rest, and jeopardizing
their chances for a successful future. Although STAR test scores and the CAHSEE test
9
scores are a method for analyzing student success, it is also important to look at the
effects school success and failure have on future career opportunities.
The Importance of Literacy in the 2 1 st Century
Literacy skills are vital for today's workforce. Students who have the
knowledge and skills needed to pass the STAR tests and CAHSEE, and subsequently
pass high school, are more likely to possess the skills necessary to get a higher paying
job. Additionally, an individual's level of education may also affect his or her
unemployment status. Table 3 demonstrates this correlation. Note: Data are 2008
annual averages for persons 25 years of age and over. Earnings are for full time wage
and salary workers.
Table 3
Level of Educationand Employment Status
Level of Education Unemployment Average median

rate in 2008 weekly earnings in
~~~~~~~~~~~2008
Less than a high 9% $426
school diploma
High school 5.7% $591
graduate
Some college, no 5.1% $645
degree
Associate degree 3.7% $736
Bachelor's degree 2.8% $978
Master's degree 2.4% $1,228
Professional degree 1.7% $1,522
Doctoral degree 2.0% $1,555
Source: Bureau of Labor Statistics, 2009

10
Literacy skills are very important to potential employers. In 2001, the
American Management Association Survey on Workplace Testing statisticians found
that 35% of firms tested job applicants for literacy skills. Of those tested, over 34% of
applicants lacked the skills necessary to perform the jobs they sought. Over 84% of the
businesses refused to hire these skill-deficient applicants (American Management
Association, 2001).
Especially in dire economic times, it behooves the state, local education
agencies, and teachers to provide high quality programs that promote literacy skills.
Students must have these skills in order to graduate from high school and succeed in
the workforce. In order to plan for student success, educators must understand how
students learn and how their instruction should be best structured.
Constructivism
Constructivism is an educational philosophy regarding student learning
developed and molded by Emanuel Kant, John Dewey, Jean Piaget and Lev Vygotsky.
The theory suggests that, "Learners construct their own understanding of the world
rather than recording it in an already-organized form" (Eggen, 2001, p. 105). Students
are given tools, strategies and models by the teacher, but the student himself/herself is
required to discover meaning and relationships through his/her own self-motivated
learning. The teacher serves as a guide rather than a lecturer.
The results of this theory affect the implications of the methodology section of
this study, as well as the teacher's role in the student's learning. The goal of teaching
roots and affixes is that the student be able to construct and decode meaning from
unfamiliar words. Thus, the teacher is acting as a guide, not a direct information-
disseminator. The student must learn to observe and recall relationships between the
meaning of roots and affixes and the meaning of unfamiliar words, thereby
constructing his/her own learning and understanding.
Bloom's Taxonomy
B. S. Bloom's (1984) research led him to identify, six levels of cognition and
understanding: knowledge, comprehension, application, analysis, synthesis,
evaluation. The aforementioned levels are organized by the depth of understanding.
Therefore, mere knowledge of a subject would show a more shallow understanding of
a concept, while evaluation would show a deeper level of understanding and mastery.
Bloom believed that a student must possess the former before they can possess the
latter.
The pre and posttests administered in this study were formulated using
Bloom's Taxonomy. For example, a student who merely possesses "knowledge" about
the subject of roots and affixes may have memorized some of the definitions of
various word parts studied. A student who had a deep understanding of the material
would operate on the evaluative level; students would be able to compare and contrast
the meanings of various word parts, evaluate whether or not the meaning of the word
part applied to the new word, and make a conclusion based on evidence gathered.
12
Keys Components to a Language Arts Curriculum
Although the purpose of this thesis is to extol the merits of teaching roots and
affixes as a means to improve student vocabulary, a teacher would be remiss in
teaching this method in exclusion. Teachers should employ various other strategies in
a well-rounded Language Arts classroom. Additional components include: writing,
speaking, reading and listening skills. Although these four components are variegated,
they are not mutually exclusive, and non are any disassociated with vocabulary. In
nearly every aspect of the California State Framework, vocabulary development and
the need for academic vocabulary is mentioned (California Department of Education,
1999).
Currently in California, the California Board of Education has collaboratively
devised and produced a document entitled "English Language-Arts Content Standards
for California Public Schools" (CDE, 1999). This document outlines the required
components for a Language-Arts program, organized by grade level. Although every
grade level has specific information and facts to learn and apply, all grade levels have
the following general components in common: (a) Word Analysis, Fluency and
Systematic Vocabulary Development, (b) Reading Comprehension, (c) Literary
Response and Analysis, (d) Writing Strategies and Applications, and (e) Listening and
Speaking (CDE, 1999).
All of these aspects of a comprehensive literacy program require the use and
understanding of important vocabulary words. If a student is reading a piece of

13
literature, they need to understand the meaning of the words they are reading. If a
student is writing, they need to be able to use rich vocabulary in their writing. If a
student is meeting listening or speaking requirements, they will need to comprehend
the words being spoken or utilize a number of vocabulary words when speaking. In
sum, vocabulary is an essential building block to any Language-Arts program.
Importance of Teaching Vocabulary
Possession of a rich vocabulary is essential for student success. The lack of a
rich vocabulary keeps many students from meeting grade-level benchmarks and
making academic progress. Johnson and Johnson (Johnson, 2004) state:
Words are the tools we use to think, to express ideas and feelings, and to learn
about the world. Because words are the very foundation of learning, improving
students' vocabulary knowledge has become an educational priority. Student
word knowledge is strongly linked with academic accomplishment, because a
rich vocabulary is essential to successful reading comprehension. Furthermore,
the verbal sections of the high-stakes standardized tests used in most states to
gauge student performance are basically tests of vocabulary and reading
comprehension. (1).
An absence of a rich vocabulary is particularly noted in students who are
English learners, and this can greatly inhibit these students from progress and
achievement. Researcher Christopher Wallace (2008) stated, "The greatest challenge
inhibiting the ability of English-language learners to read is the lack of sufficient

14
vocabulary development" (36). A lack of vocabulary knowledge would extend to an
inability to comprehend reading (in any subject), an inability to write at grade level,
and an inability to understand the function of words in grammar (Wallace). The lack
of a rich vocabulary paralyzes students from progressing in their ability to acquire a
new language.
Additionally, the systematic and explicit teaching of vocabulary is necessary
for reading comprehension. While deciphering context clues is a very important skill
for students to possess, many students are not able to do this effectively, and therefore
have large gaps in comprehension of a particular text. Additionally, research by Liu
and Nation (1985) show that 95% of the words surrounding an unfamiliar vocabulary
word must be known in order for a student to infer meaning of an unknown
vocabulary word. If this is the case, educators are doing a great disservice to many
students if they depend on the student inferring meaning through context clues alone.
Even if a student advances through grade levels, insufficient vocabulary
knowledge can continue to plague students throughout their academic careers, even as
they progress in higher education. Researchers Turner and Williams (2007) found that
the single best indicator as to a student's success on course examinations was
vocabulary knowledge. This knowledge outranked even pre-course knowledge and
critical thinking ability, both factors that seem very important. Turner and Williams
took test results from a large study which included 12 mandatory college-level courses
in Human Development. In a pretest, students were asked to identify 50 common

15
words that were likely to show up on course examinations, and had shown up on
previous course examinations in prior years or semesters. As other variables, students
were also given the Watson-Glaser Critical Thinking Appraiser, as well as a 50-item
multiple choice exam measuring student's pre-course content knowledge. Each of the
12 sections of classes were monitored by the same senior professor, abided by the
same syllabus, followed the same content, and administered the same examinations.
Turner and Williams (2007) tabulated the pre and posttest scores in
vocabulary, critical thinking and pre-course knowledge, and correlated these with
scores on the final multiple-choice examination. Research indicated that the single
best predictor of success on the final multiple-choice examination was student
vocabulary knowledge. Researchers surmised that the reason some students did poorly
on the final examination was that they lacked a solid foundation in vocabulary
knowledge, and therefore had great difficulty understanding what the multiple-choice
questions were asking, and/or did not understand the multiple choice options for their
answers. Hence, it was discovered that a rich vocabulary played an essential role in
academic achievement, even in post-high school education.
Importance of Teaching Roots and Affixes
The case has been made for the importance of teaching vocabulary. The next
logical step is to investigate the merits of teaching roots and affixes as a method for
helping students decode words and deduce meaning based on their knowledge of the
word parts.
16
One strategy that can be effective when teaching English Learners is
recognizing and teaching cognates between the two languages. Cognates are words
that are similar in structure and meaning in two languages, and have the same or
similar meaning in two or more languages. Jim Cummins (2002) recommends using
cognates to increase vocabulary for Spanish speakers, as nearly 15, 000 words in
Spanish are easily transferred to English.
Table 4 demonstrates English-Spanish cognates (note the similarities in
spelling, structure and pronunciation).
Table 4
English-SpanishCognates
English Word Spanish Word

Agriculture Agricultura
Park Pargue
Map Mapa
Bicycle Bicicleta
Tiger Tigre
Roots and affixes can be considered cognates. Research by Short and
Echevarria (2005) shows that students who have a Latin-based native language are
able t recognize English words with similar Latin derivations. The authors build a case
for the necessity for students to learn academic language and vocabulary words. Many
of these academic words are cognates, derivatives of the "Romance Languages" (Short
& Echevarria). The "Romance Languages" refer to a group of related languages all
derived from the Vulgar Latin, which can be traced back to the era of the Roman
17
Empire. Languages typically included in this category include: French, Italian,
Spanish, Portuguese and Romanian. These related languages all share common basic
vocabulary, despite some phonological differences. Although English is not an official
Romance Language, the high instance of cognates between English and other
Romance Languages make it very similar to the Romance Languages listed above.
(BrittanicaOnline Encyclopedia, 2009).
Table 5 is an example of words that are cognates in various languages. The
following cognates all relate to the Latin root word "viv," which means life/live.
Table 5
Cognates Related to the Latin Root Word "Viv"
Language Word Meaning

English Live Live
French Vivre Live
Italian Vivere Live
Spanish Vivir Live
Portuguese Vivo Live
Roots and affixes can help students decode and decipher new words, even if
they are in an unknown or unfamiliar language, because they sound and look similar.
Although not all languages have cognates with the English language (for example,
Chinese, which uses characters and very different phonological pronunciation),
teaching roots as cognates will be helpful for many of our students, especially since
California has a large population of students who speak one of the Romance
Languages.
18
In a study by Mara Carlo et al. (Mara Carlo et al., 2004), conducted with 142
Spanish-speakers as well as native English speakers in fourth and fifth grades, students
who received vocabulary intervention showed improved performance. Students in the
vocabulary intervention program were given 12 new words per week, all taken from
short reading selections and all words students were likely to encounter across
different domains. Word activities were designed to help students make semantic
links, infer meaning from context and use word analysis-roots, affixes, cognates and
morphological relationships. Students showed great improvement in three key areas:
knowledge of words taught, knowledge about word analysis and comprehension of
texts including challenging words.
The knowledge of roots and affixes has been proven to help students of all
ages and in a variety of fields of study. In a study conducted by Wang, Liang, and Ge
(2008), researchers purposed to find ways to help new medical students learn the great
amount of vocabulary terminology associated with their field. Researchers analyzed
the most frequently used medical terms from an official Medical Academic Word List,
and found that 12.24% of all words came from a group of word families. These word
families, or sets of roots and affixes, proved to be very beneficial for medical students
to learn, as it helped them decode new words, and therefore perform better on tests.
Thus, the importance of roots and affixes applies to other subject matter and fields, not
just English/Language arts. The knowledge of common roots and affixes could assist a
variety of students, in their present and future endeavors.

19
Strategies for Teaching Vocabulary
The case has been built for the importance of teaching roots and affixes to
students as a means for improving and enhancing vocabulary development. Now, the
study of exactly how to teach vocabulary will be discussed.
One research-based teaching strategy currently very popular in California is
called "Explicit-Direct Instruction" (EDI). This patented method is purported by the
DataWorks Company, and developed in part by Hollingsworth and Ybarra,
contemporary experts on teaching English Learners and at-risk students (Ybarra,
2001). This strategy is to be used when teaching a new concept or lesson, or any other
time a teacher must deliver important information. A sample lesson prepared by the
DataWorks Company regarding suffixes has been provided (see Appendix A). The
EDI method includes stating a clear and focused objective at the beginning of the
lesson. Students are informed that they are expected to learn the objective by the end
of the lesson. Students know that all assessments relate to lessons, which is another
way they are motivated to learn the material. When teaching new vocabulary terms,
the teacher gives the student the definition of the new word. The reasoning is based on
research which noted that students often remember only the first definition they hear,
and not necessarily the correct definition. That is, if a teacher asks four students the
meaning of a word, and the first two give a wrong answer or guess, the other students
in the class will likely not remember the correct answer that the fourth student gave;
they will only remember the first two (Ybarra, 2001).

20
The strategy also involves whole class participation, where students can
receive immediate feedback on whether or not specific students understand material
based on the answers to teacher questions they write on individual whiteboards.
Students are also given much time to discuss teacher-directed questions (organized in
a manner similar to those in Bloom's 1984 taxonomy) with a partner or group. Models
for appropriate assessments are also given. There is a prescribed format for lesson
delivery, and teachers are asked to follow this model as closely as possible
(DataWorks Resources, 2008).
A recent study (Min, 2008) supports the findings of Ybarra and DataWorks.
Min conducted a quasi-experimental study to determine whether students acquired
new vocabulary words simply by reading those words in text, or whether direct
instruction proved to be a more effective method. Participants included male English
Foreign Language students working at an intermediate level. One group was asked to
read particular texts and participated in vocabulary exercises to go along with the
texts. The other group was given the same text, but instead of vocabulary exercises,
the group was asked to read additional texts with similar thematic elements. No
explicit vocabulary instruction was given to the other group. Results showed students
who were given reading assignments and direct instruction in related vocabulary
words performed better on exams than students who were supposed to acquire words
naturally and devise word meanings on their own. In any language, each word must be
examined and taught with relation to connotation and denotation, and an English
21
learner would most likely not be able to determine these shades of meaning if reading
alone or without receiving explicit instruction.
Ebbers and Denton (2008) analyzed a number of pieces of research on the
effects of vocabulary instruction and identified three key components of cohesive and
effective vocabulary instruction:
1. creating a verbal learning environment that fosters word consciousness
(such as posting words on walls and explicit instruction by the teacher),
2. selecting and teaching specific words (occasionally, a school district,
textbook company or state will provide a list of common words a student
should know at the end of particular grade level) and
3. teaching an independent word learning strategy through a combination of
contextual and morphemic analysis (such as teaching "word families").
The last component mentioned speaks to the importance of root and affix knowledge
as a means for struggling readers to decode and define new words. Note: occasionally,
a researcher may use "word families" and "roots and affixes" interchangeably. "Word
families" is a term especially prevalent in the elementary and middle grades.
Ebbers and Denton (2008) additionally advocated for a school-wide approach
to a vocabulary development plan (as in, teachers across subject matter would all
emphasize a particular list of vocabulary words, roots and affixes). This sort of school
wide focus on vocabulary development would be an asset to this proposal for learning
22
roots and affixes. For the purposes of this thesis, a model for this type of learning will
not be discussed, but it would be an interesting project for future research.
Since vocabulary is a key to the acquisition and utilization of the English
language, much research has been done on the best methods to teach and learn new
vocabulary words. Smith (2008) conducted his research after noticing his teenage
students would often "memorize" vocabulary words for a test, and then promptly
forget them. Smith found he got better results in his classroom when he emphasized
the importance of teaching vocabulary through the use of games and activities that
correlate with the lesson, as opposed to giving students lists of vocabulary words to
memorize. Smith was a proponent of strategies used by Nagy to teach students
vocabulary words: integration (similar to what Ebbers and Denton, 2008, mention in
part "a" above), meaningful use (words used contextually), and repetition. This
strategy promoted learning in a fun environment, encouraged class participation, and
increased student motivation. Using games and activities as a method for teaching
students vocabulary may seem like common sense to some, but it is in fact an
important point to make in today's "drill and kill" environment.
Schmitt and Schmitt (1993) researched the best practices and strategies for
teaching English Learners new vocabulary. Researchers analyzed and classified an
enormous number of studies, and did action research to see which worked best in
teaching 600 students, ranging in age from junior high school to adults, new
vocabulary words. Vocabulary decoding strategies were categorized into two distinct
23
categories. The first category included 14 methods for learning a new word's initial
meaning. Examples of this include: use of reference materials, contextual clues,
working with others, and analyzing words from available information. The second
category included 28 common strategies for studying and remembering a word's
meaning once it is known. Examples of this include: utilizing knowledge of cognates,
repetition, and studying grammatical formations. The compilation of strategies was
garnered from: a survey of English teachers, a survey with 600 participating students
about how they studied vocabulary, and the consultation of various textbooks and
teacher manuals. Results were tallied to indicate which strategies students found most
useful.
The survey given to students indicated the following two strategies to be the
most effective in teaching students new vocabulary words: written repetition and
verbal repetition (Schmitt & Schmitt, 1993). Strategies considered by students to be
the least helpful included: using cognates, associating words to others which are
related to it, and studying the roots, prefixes and suffixes. Results of the survey were
very surprising to the authors as both of the top two "helpful" strategies are considered
as being superficial end of the processing continuum. In relationship to Bloom's
(1984) taxonomy, these strategies would be on the lower end (knowledge). Strategies
considered by students to be "least helpful" used strategies thought to be located at the
deeper end of the processing continuum. In relationship to Bloom's taxonomy, these
strategies would be on the higher end (evaluation).

24
Researchers determined there were a number of reasons why students tended to
gravitate toward the superficial end of the processing spectrum. Some students may
not have been taught higher order processing skills, and therefore did not recognize
the strategy as something that they used or could find useful. Other students may
naturally gravitate toward strategies that were "easier" to understand. Schmitt and
Schmitt also cited a study by Politzer and McGroaty (1985) that found that students
from particular ethnic backgrounds (such as Asian) tend to prefer rote memorization,
as that is the method most often employed by teachers from these countries. While
researchers did not find out which strategy preferred by the students was most
beneficial in increasing student achievement (this would be a good extension for the
work done by Schmitt and Schmitt, 1993), the study points to a very important aspect
of vocabulary acquisition. Some students are not exposed to strategies such as
teaching roots and affixes, and cognates, and it would behoove students to be taught
these extremely useful strategies.
Motivation
Motivation is a key component to the success of junior high students. Without
motivation, a student may fail to perform to their highest potential. Below, a variety of
factors influencing motivation are discussed, including: learning environment, self-
perception, views regarding academic success, and identifying and celebrating the
achievement of clear objectives.

25
Covington (1992) considered an expert in the field of motivation in students,
finds that there is not a singular reason to address all reasons for motivation, or lack
thereof, in students. He found instead that reasons for motivation depend on individual
students. He determined that different students achieve for various reasons. It could be
a material reinforcer that motivates students (such as stickers, candy or toys). For
another student, being able to master a particular skill or objective is the key to their
motivation. In the case of other students, their competitive nature fosters the
motivation to succeed. The schoolteacher should recognize, appreciate and foster these
means to motivation to succeed.
Covington (1992) also recognized that students gradually acquire a more
realistic picture of their abilities, or disabilities, in comparison to their classmates. If a
child feels unsuccessful, he/she will develop protective mechanisms to shield
themselves from ridicule and boost their own self-esteem.
In an article by Doppelt and Schunn (2008), researchers studied the effect of
the learning environment on the meeting of academic achievement goals and the
motivation to learn. Researchers found the classroom environment plays a large part in
the motivation and success of a student. Researchers hoped to determine whether or
not students who participated in a classroom where physical activities were a large
part of the curriculum (such as hands on activities, computers and experiments)
performed better than students who were taught in a more traditional scripted
curriculum. The results of the study indicated that students who participated in the
26
classroom where physical activities constituted a large part of the curriculum fared
better than students who did not. The methodology section of my thesis reflects the
results of this study.
Self-perception also plays a role in student's motivation to learn. A study by
Alvermann et al. (2007) determined that negative self perceptions were very prevalent
among underachieving readers, and would sometimes cause a mental block in their
ability to be successful. This thesis reflects the researchers' intention to promote
positive self images and perceptions.
Rich (2005) examined why at-risk seventh graders often perform poorly in
school and what strategies can be employed to help them reach their full potential.
Rich found that in order to be successful, students needed to acknowledge that
academic success was something that they themselves could attain; success was not
merely the lofty accomplishment of the "smart" students. Rich also found that students
needed to understand the clear objectives and outcomes of the lesson and to make the
connection between what was being taught and how they could apply it to their lives
(whether now or in the future). In the methodology section of this thesis, it should be
noted that this researcher utilized results from this study after administering the pre-
test to students. The researcher will praise students for their accomplishments on the
pre-test and encourage students to note their learning progress as they master new
objectives.
27
Summary
In order to improve struggling student's vocabularies, give students a means to
decode unfamiliar words, and to boost inter-disciplinary student academic
achievement, new approaches to teaching vocabulary are needed. Based on theories of
constructivism and Bloom's Taxonomy, and in the context of teaching all components
of a Language Arts curriculum, teaching common roots and affixes is one possible
strategy that can help students develop a rich vocabulary. Teaching roots and affixes
will especially be of great importance to English Leamers, as many roots and affixes
are cognates in the Romance Languages.
When teaching roots and affixes, instructors should use explicit-direct
instruction initially, to give students solid definitions of key words (for example, root,
prefix and suffix). Using explicit direct instruction will also promote full-class
participation and allow the instructor to check for understanding and re-teach as
needed. Additionally, vocabulary games and activities should be interspersed with
explicit direct instruction, in order to increase student motivation and interest, and in
order to solidify knowledge. Furthermore, new vocabulary words should be taught
with respect to connotation and denotation, since this is an area which is difficult for
many struggling students. Instructors should also formulate activities and assess
students based on the model given in Bloom's taxonomy. This researcher aims to
discover whether or not the teaching of roots and affixes effects the vocabulary
28
development of underperforming students in a suburban middle school in Northern
California.
29
Chapter 3
METHODOLOGY
This study determines to uncover whether or not teaching roots and affixes will
have a positive effect on a student's ability to decode unfamiliar vocabulary words in a
classroom with underperforming students at a public school in Northern California.
The null hypothesis is that there is no difference in the vocabulary development of
students who are taught roots and affixes versus those who are not. A second null
hypothesis is that there is no difference in outcome with regards to gender.
Setting
This study was conducted in an urban school in Northern California. The
school is comprised of approximately 900 students, where 36% are considered
socioeconomically disadvantaged. The school has 8% English learners, and
approximately 95% of all English learners at the school are Spanish speaking. The
school's Academic Performance Index (API) score in 2007-2008 was 6 (raw 741),
which means the school has an API score in the highest 60% of all schools in the state.
The school is in its fifth year of Program Improvement, and while it has met some
critical benchmarks, the school still struggles to meet Adequate Yearly Progress
(AYP) with several categorical indicators, including English Learners and Students
with Disabilities. Approximately 44% of all students are considered proficient or
above on the state standardized test, the yearly STAR test (Vacaville Unified School
District, 2009).
30
Students who are not performing at a level of proficient or above at their grade
level are targeted for strategic intervention, and are placed in a double period math or
English course for as many years as it takes for them to become proficient. Counselors
and former teachers make the final decision about whether a student is placed in a
double period class, although most students considered for the double period class
have low scores on the following: STAR test, district benchmarks, Accelerated Reader
(reading comprehension placement exam), and Prentice Hall Placement Exam (in
conjunction with adopted textbooks).
Participants
Participants in this study included two different classes of double period
English students, all in the seventh grade. Since all students are struggling with grade-
level material, the classes are capped at 20 students per class. In this study, each class
had 17 students. Classes are comparable in terms of: average STAR scores on the
English/Language Arts portion of the STAR exam, number of English learners, and
average grades on district benchmark exams. Both classes were assigned a treatment,
and neither class was specifically informed of their treatment. An informational flier
describing the methods and motivations for this research was sent home with each
student, and parents/guardians were given the opportunity to ask that their student not
participate in the research (see Appendix A). All students were allowed to participate
in this study.
31
Instruments
The pretest and posttest were created by the researcher using Bloom's (1984)
taxonomy (see Appendices A and B). Both tests were developed to test student
vocabulary and decoding skills as they relate to roots and affixes. One group of
questions tested student knowledge of the definitions and functions of roots, prefixes
and affixes. On Bloom's scale, these types of questions would be considered on the
lower end of the scale, called "knowledge" or "comprehension." Other questions
tested student understanding of particular roots and affixes, which Bloom would call
"application." Still other groups of questions tested student ability to synthesize and
evaluate words, which can also be called decoding. Hence, students were tested using
all levels of Bloom's taxonomy. The test consisted of twenty questions, and included a
variety of multiple choice, matching, fill in the blank, and short answer. Although the
questions were different, both the pretest and posttest were identical in structure,
number of questions, and type of questions.
Research Design
Both classes were taught by this researcher, and both had utilized the same
curriculum throughout the school year. Both classes had received identical amounts of
instruction in roots and affixes prior to the research period. Both classes took place in
the morning. Both classes were given the pretest on the same day. Instruction in roots
and affixes was given to the experimental group at a rate of three extra lessons related
to roots and affixes per week, with lessons lasting approximately 20 minutes per
32
lesson. Introductory lessons were delivered using the Explicit Direct Instruction
model, and further lessons were designed and delivered using other researched-based
models. Students in the control group were given the vocabulary instruction located in
the textbook, with no additional instruction in roots and affixes provided. After
approximately four weeks, a posttest was given to both the experimental and the
control group.
Organization of Explicit Direct Instruction for Experimental Groups
The researcher developed the following series of lesson plans to deliver to the
test group. Lessons were delivered approximately three times per week, for
approximately 20 minutes per lesson. Objectives were reviewed informally between
formal lessons, and lessons were broken into the following subgroups.
33
Table 6
Lesson Plans
Lesson # Object Delivery Method/Activity

1 Students will learn the Explicit Direct Instruction
definitions and functions
of the following words:
root, suffix, affix
2 Students will learn how to Explicit Direct Instruction
apply roots, suffixes and and partner activity
affixes to words
3 Students will learn how Graphic Organizer and
roots and affixes influence Game
the meaning of the words
4 Students will learn and Explicit Direct Instruction
practice three specific
roots
5 Students will learn three Graphic Organizer and
specific roots Game
6 Students will learn three Explicit Direct Instruction
specific prefixes
specific prefixes Game
8 Students will learn three Explicit Direct Instruction
specific suffixes
specific suffixes Game
10 Students will practice Explicit Direct Instruction
decoding skills using roots
and affixes
11 Students will practice Graphic Organizer and
decoding skills using roots Game
and affixes
12 Students will review Jeopardy Style Game for
theories and concepts review
34
Data Analysis
To determine if the treatment led to an increase in student achievement, the
mean of the growth of the pretest and posttest from the control group and experimental
group was compared. To determine whether there was a difference in data, and to
determine whether or not the difference between the pre and posttest was significant,
data were evaluated. All data were analyzed using a t-test for independent means.
35
Chapter 4
DATA
The goal of this study was to investigate the effects of teaching roots and
affixes on the vocabulary development of underperforming students. The null
hypothesis is that there is no difference in the vocabulary development of students
who are taught roots and affixes versus those who are not. A second null hypothesis is
that there is no difference in outcome with regards to gender in terms of net gain or
loss between the pretest and posttests.
Presentation of the Data
The experimental group was given instruction in roots and affixes. The control
group was only given the vocabulary instruction specific to the Literature book
students normally utilize in class, which generally does not provide much instruction
in roots and affixes. The treatment lasted approximately four weeks, with
approximately three lessons in roots and affixes delivered per week at a rate of 20
minutes per lesson. Two students entered the classrooms during week three of the
instructional period, and their scores were not counted. In the end, the control group
included 17 students (10 males, 7 females) and the experimental group included 17
students (8 males, 9 females). Table 7 displays the data from the pre and posttest for
both groups.
36
Table 7
Results
Student Pretest Posttest Class 1 = experimental Gender 1 = male

Number Score Score 2 = control 2 = female
1 14 20 1 2
2 7 19 1 2
3 14 20 1 1
4 8 15 1 2
5 8 19 1 1
6 9 12 1 1
7 13 16 1 1
8 15 15 1 2
9 14 15 1 2
10 4 8 1 1
11 8 18 1 1
12 13 18 1 1
13 9 18 1 2
14 13 18 1 1
15 6 6 1 2
16 11 19 1 2
17 9 18 1 2
18 6 12 2 1
19 14 11 2 1
20 8 6 2 2
21 12 7 2 2
22 12 15 2 1
23 9 11 2 1
24 13 11 2 2
25 7 5 2 2
26 7 11 2 1
27 7 12 2 1
28 9 4 2 2
29 12 13 2 1
30 8 9 2 1
31 4 4 2 2
32 8 12 2 1
33 6 12 2 2
34 8 10 2 1
37
Analyses were done on the mean gain or loss between the pretest and posttest for both
the experimental and control groups. See Figure 1 for the data used in this analysis. A
second analysis was done by breaking down the results of the experimental group by
gender. See Figure 2 for the data used in this analysis.
Analysis and Interpretation
The first analysis of the data was done to address the first null hypothesis,
analyzing scores from the pretest and the posttest in both the experimental and the
control groups. For each step of analysis, a 95% confidence level (a = 0.05) was used
and it was assumed that the experimental and control groups had unequal variances.
To start, a statistical analysis was performed comparing the pretest scores of
both the control and experimental groups, in order to discern whether the two groups
had different overall vocabulary aptitudes, as measured by mean pretest scores. After
examining the data, it was determined that the difference in overall class aptitude as
measured by the mean pretest scores of the control class (M = 10.29, SD = 3.31) and
the experimental class (M = 8.83, SD = 2.81) was not statistically significant, t(32) =
1.3863, p = 0.1752.
The posttest scores for each group were compared, and it was found that the
experimental class achieved a gain of 56.57% (M = 16.11, SD = 4.21), whereas the
control class achieved a gain of 9.88% in its mean posttest score (M = 9.71, SD =
3.31). Statistical analysis showed that the difference between these posttest means was
statistically significant, t(32) = 4.9335, p = 0.00001. Therefore, the percent increase in

38
scores between the pre and post tests that can be attributed to teaching roots and
affixes is 46.69%, which is calculated by taking subtracting the percentage gain of the
control group from the percentage gain of the experimental group.
Mean Test Scores by Group

18
16
14
12
24 .................... ...................
Experimental Group: Experimental Group: Control Group: Control Group:
Pre-Test Score Post-Test Score Pre-Test Score Post-Test Score
Figure 1. Mean Test Scores by Group.
The second analysis of the data reviewed the statistical significance of the net
difference between the scores of the pre and post tests for each gender in the
experimental group. Males in the experimental group achieved a posttest score 57.32%
higher than the pretest score (M = 16.13, SD = 4.08), while females in the same group
achieved a posttest score 55.91% higher than the pretest score (M = 16.11, SD = 4.26).
An analysis of the difference between the gains made by each gender found that the
difference shown by the data is not statistically significant, t(l5) = 0.8281, p = 0.4206.
39
Therefore, the roots and affixes training given to the experimental class did not
advantage one gender over the other.
Mean Test Scores by Gender

18
14
216
12 f . ..
1 10.33
0 Hur _i -
Experimental Group: Experimental Group: Experimental Group: Experimental Group:

Male Pre-Test Score Male Post-Test Score Female Pre-Test Score Female Post-Test Score
Figure 2. Mean Test Scores by Gender
Summary
The quantitative analysis of the data rejected the first null hypothesis. Teaching
roots and affixes to underperforming students in a suburban middle school in Northern
California did positively affect student achievement on a vocabulary test. Further
recommendations will be discussed in chapter 5.
Additionally, the quantitative analysis of the data did not reject the second null
hypothesis. Teaching roots and affixes to underperforming students in a suburban
middle school in Northern California did not advantage one gender over the other.
40
Chapter 5
SUMMARY AND DISCUSSION
Summary
One of the most basic elements of English/Language Arts is a deep knowledge
of vocabulary. Knowledge of vocabulary words is essential in every grade level,
subject area and assessment. In today's world of high stakes testing and a high school
exit examination, students must become proficient in their knowledge and application
of vocabulary as soon as possible. In 2008, less than 50% of California's students
were proficient in English/Language Arts, as measured by the STAR test. Student of
various ethnic minorities, English Learners, and economically disadvantaged students
are just some of the subgroups who experience a vast achievement gap. After students
graduate high school, statistics show students who are more literate will receive better
paying jobs and have a lower rate of unemployment. Additionally, most employers are
unwilling to pay for and provide additional training for employees lacking literacy
skills. The problem of the achievement gap is one that is plaguing teachers,
administrators and state officials, and many solutions have been offered. The
researcher has offered teaching roots and affixes as one possible solution to assist in
bridging the achievement gap, specifically in the area of vocabulary development.
The theoretical basis for this study lies within the educational philosophy of
Constructivism, as well as in Bloom's (1984) taxonomy. Constructivism purports that
students will create their own meaning out of information. Students learning roots and
41
affixes will construct their own meaning out of words by learning decoding skills.
Bloom's taxonomy offered the researcher a basis for formulating the pre and posttests.
Teaching roots and affixes is beneficial for students in that it gives students a
strategy for decoding the meanings of unknown words. Because roots and affixes are
often cognates with other words in the "Romance Languages," it is especially
important for English Learners to learn roots and affixes. It is also important for
students to learn roots and affixes because learning vocabulary is important throughout
all subjects.
Explicit-Direct Instruction is a teaching strategy which teaches students using
clear objectives and breaking a lesson down step-by-step for students. Other important
principles to consider when designing roots and affixes lessons are: creating a verbal
learning environment that fosters word consciousness, selecting and teaching specific
words, and teaching independent word learning strategies. Games and activities should
also be employed in order teach students in a manner that both fosters learning and
helps motivate students.
Motivation is a key factor in student success. Although what motivates each
specific student can vary greatly, research shows that doing physical activities,
working with a group, and using clear objectives can help motivate students to learn.
Conclusions
In this study, seventh graders at a suburban middle school in California were
studied. Students in the experimental group were given instruction in roots and affixes
42
for approximately three times per week at a rate of 20 minutes per session, for four
weeks. Students in the control group were taught using the usual literature book.
Data analysis showed the gains in the test scores of the experimental group
were statistically significant. Teaching roots and affixes does positively affect the
vocabulary development of underperforming students. Therefore, data suggests that
the first null hypothesis can be rejected.
Data analysis also showed that the difference in test performance of students in
the experimental group in regard to gender was not statistically significant. Therefore,
the data suggests that the second null hypothesis cannot be rejected.
Concerns
A number of variables may influence the generalizability of this study. The
small sample size in both the experimental and the control groups make the study less
likely to be generalizable. While the fact that the same teacher taught both the
experimental and the control classes used in this study, the specificity of the location
(a suburban middle school in Northern California), makes the study less likely to yield
the same results in other locales.
Since the sample size was small, differences among individual students may
lead to differences in test scores. For example, at various points during the teaching
period, students may have been absent from the class during the time of either explicit
instruction or a vocabulary-related activity. This variable could have had a negative
effect on student scores. Additionally, it is impossible to accurately gauge exactly how

43
much instruction in roots and affixes students had in other classes prior to this year.
Even though roots and affixes appear in the California state standards beginning in the
second grade, it is impossible to know whether former teachers selected this as an
essential standard, or how much time (if any) they spent teaching roots and affixes.
Some teachers may have taught roots and affixes in a very organized and strategic
manner, while others may not have focused on this standard at all. Additionally,
students in the researcher's class come from a variety of educational backgrounds, and
are functioning at different academic levels. Other variables that could influence test
results include: presence or absence of disability, presence or absence of a difficult
home life, or presence or absence of exposure to more difficult vocabulary words.
Further Recommendations
Although the results of this research did suggest that teaching roots and affixes
influences a student's vocabulary development, further research is needed to prove the
generalizability of this study and to refine teaching strategies. This particular study
used underperforming students in middle school. It would be interesting to use
students in a wider variety of grade levels, to deduce whether or not teaching roots and
affixes has a positive effect on their vocabulary development as well. It would also
behoove researchers to extend the study to proficient students, as perhaps it would
expedite their vocabulary acquisition as well.
Furthermore, additional research could be done to study which particular
teaching strategies are most suitable to teaching roots and affixes. If research indicated
44
that teaching roots and affixes had a positive influence on student's vocabulary scores
throughout a variety of grade levels, a comprehensive curriculum could be developed
to ensure that students learned the most common roots, prefixes and suffixes at each
grade levels. Additionally, a school may want to consider adopting specific roots,
prefixes and affixes to be taught across all subjects. In this model, students would have
particular roots and affixes reinforced in classes other than just English, to include
history, science, social science and mathematics. Continued research on this subject
could lead to a more cohesive, comprehensive and aggressive focus on teaching roots
and affixes to affect a positive and more rapid increase in the acquisition of a rich
vocabulary.
Since vocabulary knowledge plays such an extremely important role in student
learning, it is imperative that teachers apply the latest research findings to their
vocabulary teaching methods in order to best serve their students. Especially in a time
when school budgets are being cut and student interventions decreased, educators need
to creatively find ways to boost student learning. In the appendix to this thesis, readers
can find a wide variety of little or no cost ideas for teaching roots and affixes. If
educators fail to prepare students for the complex and competitive world into which
they will soon enter, many students will find themselves at a disadvantage in terms of
passing the next class, entering higher education, and obtaining a job. It is up to
educators to research best practices and data driven teaching methods, and help their
students prepare for a bright and successful future.

45
APPENDIX A
Consent Letter
46
January 2009
English 7
Dear Parents,
As many of you know, I am currently working towards my Master's degree at

California State University at Sacramento. This rigorous program requires a variety of
courses designed to help me improve my teaching practice and become an industry
leader.
My thesis will involve research in the influence of teaching roots and affixes to
improve student's vocabulary development. I will be administering pre and post tests
to all students. With one of my classes, I will be concentrating on teaching specific
roots and affixes. With the other class, I will focus on teaching other important
standards. No names or other personal information will be included in my report. If
you are interested in knowing the outcome of my report, I can send you this
information in the spring. If one teaching method proves to be more effective than
another, all students will be given access to and taught using the new information.
Please contact me if you have any further questions or would like additional
information.
Thank you,
Mrs. Melissa Buddingh

Melissa.buddingh(Ogmail.com
47
APPENDIX B
Student Pretest
48
Student Pretest
*Recall:
Matching: Match the following roots, prefixes and suffixes with their definitions
1. Re (prefix) a. field
___2. Dis (prefix) b. make reverse of/not
3. Ify (suffix) c. again
__4. Agri (root) e. great or big
5. Magni (root) f. cause 'to be'
*Define
6. In vocabulary, what is a root word?
a) The most basic part of a word that gives it and other words like it meaning
b) The bottom part of a plant
c) The same thing as an entire word
7. Where is a prefix located?
a) At the end of a word
b) At the beginning of a word
c) At the beginning, middle, or end of a word
8. Which of the following can change the kind of word you are working with (i.e.
noun to adjective)?
a) Prefix
b) Suffix
c) Root
9. Where is a suffix located?
a) At the beginning of a word
b) At the end of a word
*Apply
10. Use contextual clues and your knowledge of roots and affixes to determine the
meaning of the word anticlimactic
Dillon loved scary movies. He loved predicting what would happen next, and
especially loved the most suspenseful and intense scenes. He spent so much
nervous energy during the movie, he felt like he needed a rest afterward. However,
The Saw Hunter, Dillon's latest rental, was extremely boring. There were no
exciting parts. How anticlimactic!
a) Anticlimactic probably means scary and intense
b) Anticlimactic probably means it was a big let down
c) Dejected probably means the movie had a climax
49
11. Use your knowledge of roots and affixes to determine the meaning of the word
malevolent
Mr. Scrooge was feeling very malevolent on the day before Christmas. He refused
to give money to the poor, yelled at his nephew, and wished everyone else was as
sad and lonely as he was. He often said, "Bah! Humbug!"
a) Malevolent probably means wishing bad things on someone else
b) Malevolent probably means feeling violent
c) Malevolent probably means acting like a male
12. Knowing that the word part magni means great or big, and that ify means to cause
it to be, what does magnify mean?
a) The same exact thing as magnificent
b) To get bigger or greater
c) To cause something to be big or great
*Analyze/Evaluate/Create (worth 8 points)

13. Fill in the following chart with your own words based on the roots, prefixes and
suffixes given
Word Root, Prefix Meaning Example Word How it relates to

Part or Suffix the meaning
-Agri- Root Field
-Hydro- Root Water
-Ise suffix Cause it to

be
Mis- prefix Bad/wrong

50
APPENDIX C
Student Posttest
51
Student Posttest
*Recall:
Matching: Match the following roots, prefixes and suffixes with their definitions
_ 1. magni (root) a. field
_ 2. re (prefix) b. not/make reverse of
_ 3. agri (root) c. cause 'to be'
_ 4. dis (prefix) d. great or big
_ 5. ise (suffix) e. again
*Define:
6. In vocabulary, what is a root word?
a) The most basic part of a word that gives it an other words like it meaning
b) The bottom of a plant
c) The same thing as the entire word
7. Where is the prefix located?
8. Where is the suffix located?
9. Where can a root be located?
a) Either at the beginning, middle or end of a word
b) At the beginning of the word only
c) At the end of the word only
* Apply:
reconvene, as used in the following paragraph.
The Student Council, a group of twelve student leaders, was having a meeting to
discuss plans for the next school dance. Although they could agree on the time of
the dance, the decorations, and what type of music to play, they had trouble
deciding on the cost. The arguments got so heated that they decided to take a break
and reconvene after 10 minutes. Maybe everyone needed to cool off for a little
while.
What is the MOST LIKELY definition of the word reconvene?
a) Continue the meeting
b) Meet again later
c) Break up the meeting forever.
52
11. Use your knowledge of roots at affixes to determine the meaning of the word
malevolently:
a) Malevolently probably means doing something to someone else that is very
bad and harmful
b) Malevolently probably means being a violent male
c) Malevolently probably means giving something up for lent
magnification:
a) Magnification probably means making something fictional.
b) Magnification probably means to make something like a magnet.
c) Magnification probably means the act of making something bigger.
*Analyze/Evaluate/Create:
Word Part Root, Prefix, Meaning Example How it

or Suffix Word relates to the
meaning
-agri- Root Field
-hydro- Root Water
anti- Prefix Against/Not
-ify ~Suffix Cause it to be

53
APPENDIX D
Sample EDI Lesson (adapted from dataworks.com)

54
Name
Lurarning Objective
Today, we will use prefixes to determine' the meaning of words.
I figure out
CFLU
mNhatare we going, to o Loday?
'Wh'It are we going to iefertenirie today?
WVhin dlos !etorironin mean?
Actrivate (ot provided) Pnior Knowledgge

Which one is locked? Which one is unlocked?
A B
What is dhe hctween

biherenc
t thie two words? (pair shater
On your whitebihards. write the letters that are different.
The 6griup of odetors at the beginning of the wordschanges the meaning. Today, we will call these
pretixes.
What are prefixes?

Why is it important to use prefixes? (pair-share1r
Step #1: Read the prefix.

Step #2: Read the word.
Step #3: Write the new word by adding the prefix to the word.
Step #4: Write the meaning of the new word.
Prefix Meanings
re- again
. 40:
,[,jnot
Prefix Word Add Prefix + Word Meaning of Word with Prefix

un- wrap
re- tell
0a2aWORKS Erinr.,'cionol RFesorch 3" adeie

o Vccabulnry 1.8
l 71~. . *. r ~v; dl vsl tk1
s- c(A:
0 se dItrir
toh e the mneainq orf'(
words.
0.iZi l Osirski Flodt:i l. Reealh At l"igsl re eze.
55
Concept Development
A orefix is a letter or group of letters inserted' at the beginning of.a word to change,
its meaning.
I placed
Example:
re- means again when added to the beginning of a word.
Prefix + Word Prefix Meaning Meaning of Word
reuse re- means useagain
rename -again- name again
Non-example:
Reach -re is not a prefix because ach is not a word.
Rest -re is not a prefix because st is not a word.
CFU:
What is a prefix?
Which word has a prefix? 1. restart 2. start How do you know?
What would ie tVhe meaning of restart if re- means again? How do you know?
Importance
It is important to know how to use prefixes so we can figure out 2 the meaning of
words. (no rleased CST questions for this part of the standard)
2 understand
CFU
Does anyone else have a reason why it's important to use prefixes to determine the meaning of
words? (pair-share) Why is it important to use prefixes? You may give me my reason or one of
your own. Which importance means the most to you? Why?
UOOaWOHHS
Educe lional Reseerch 3"' Grade Readingc Vocablulary 1.3
(8004I I v555QdcWOI ks;rl.C-m Usse o:&iaee to determine the meajning of vords.
O.Wa^orks EdueationaltRe se-ich . All light<:
r3CC.8 ved
56
Skill Development/C nided Practico

A prefix is a letter or group of letters inserted at the beginning of a word to change
its meaning.
Use prefixes to determine the meaning of words.

Prefix Meanings
re- again
un- not
pre- before
sub- under

re- do
un- happy
pretest
sub- standard
un- wanted
re- write
pre- school
CFU ^ . .. -
What is Step.4t? Why is Step #3 imporiant?
How do you know the meaning of the new word?
Do Step #3 and show. Do Step #4 and show. How did you get your answer?
.- .3 .
DBtaWORKS Educalior'lo Research 3"' Grade Reading Vorabuilary 1.8
f8O0) 4'5. l.5d * p.w. e I ed.cr,.2m Use prCfixes tfo deternine thie reaning of Words.
(!,)200t, DOdtaWorki; Edurationof Research. All rights reserved.
57
Ildependent Practice
Name
A prefix is a letter or group of letters inserted at the-beginning of a word to change its meaning.

Prefix Meanings
re- again
un- not
pre- before
mis- wrongly

re- paint
un- tie
pre- teen
mis- behave
un- glue
re- pay
pre- view
mis- understand
-4
DataWDRHKS Eduoecicnioil Research Grade Re,~adinq Vora~buliry l R
BTO
18001 1*?5 1550 e Vwr.IalJOwOt:iS. .(.CDljc Use prefixes to determine the meInaina of words.
2rdJS DaieWorks Fducadioal r ese-arch All rights revrrvfcd.
58
Periodic Review 1
Name
A prefix is a letter or group of letters inserted at the beginning of a word to change its meaning.

Prefix Meanings
re- again
un- not
pre- before
mis- wrongly

re- cover
un- balanced
pretest
un- doing
un- matched
re- claim
pre- judge
mis- spelled
Da=aWOBKS Educe ioiod Reseorch 3'MGrade Reoading Vocorbul-ry 1.8

(00) 495-1550 * v- .xwto wceks eci,>ol, Use pieflxes to determine the meaning ef words.
oŽ2008 DataWorks Educational Researci. All rights reserved.
59
Periodic Review 2
Name
A orefix Isa letter or group of letters inserted at the beginning of a word to change its meaning.

Prefix Meanings
re- again
un- not
pre- before
sub- under

re- take
un- spoken
pre- owned
sub- normal
un- true
re- set
pre- package
sub- text
- .6
DataWRNKS Educolionail Pesi-arc 3'' , Reading Vocatulary .1.8
1800,) 4195-15c5- V A do'owoi -e .t 0 l!se p;re(.8xS to de:reinco the meaning of wo:rd.
o20080r DattaWorl:s Educational Rinsearch, All rights reserve(l.
60
Periodic Review 3
Name
A prefix is a letter or group of letters inserted at the beginning of a word to change its meaning.

Prefix Meanings
re- again
un- not
pre- before
mis- wrongly

re - dress
un- safe
pretest
mis- taken
un- sure
reform
pre- paid
mis- guided
DataWORKS EducalinoalI Rescjrchi 3-a Grade! Reading Vocabulary i.3

Wool1
.75 ! 550, * vw.v/.d:i:eoV(orkN ei Use p1.2fexcs to determine the riflainq of words.
DleWorkS Edfducational Researtch. Ail rights; reserved.
Da20aS
61
Periodic Review 4
Name
A 2refix is a letter or group of letters inserted at the beginning of a word to change its meaning.

Prefix Meanings
re- again
un- not
pre- before
sub- under

re - fit
un- seen
pre- school
sub- soil
un- wanted
re- finish
pre- war
sub- structure
BataWORKS Eciocationcil Research 3' Grade Reading Vocabulary 1.8

(8001 495-1550 * .NvsvWiotcworks edcolo n Use pre~fixes to determine the mearing on words.
)72008DatzWorks Edurati.nal Research. All rkihts reserved.
62
Periodic Review 5
Name
A prfix is a letter or group of letters inserted at the beginning of a word to change its meaning.

Prefix Meanings
re- again
un- not
pre- before
mis- wrongly

re- join
un- prepared
pre- shrink
mis- matched
un- cooked
re- gain
pre- record
mis- printed
- .9
DataWORKS Educalioncl Research ?"lGrode Reading Vocabulary 1.8
8 1O)
495 (550 - v.doow ori:sucjg oiri Use prefixes to derernine tile meaning of words.
©:.)2008 DataoWorks Fductiounal Reiseurch, All rights reserved.
63
BLANK PAGE
-1.0
DataWORKS Edrcalioioil Reseaich ,rd rade Reading Vocabulary 1.8
Z80OJ I
'195 1,5( , 0 Use, prefxes to determine the nimening of v4nrds.
ta'Npjrks! Educational rliegarch. All rninfls reevcd.t3.
Da2OGS
64
APPENDIX E
Information Chart
65
Information Chart
During one lesson, students created organized charts similar to the student sample
below. The chart included the name of the root or affix, the meaning of the root or
affix, the type, sample words, and definition. The organization and information was
helpful to the students both for organizing thoughts and as a reference for other
projects.
66
APPENDIX F
Team Project - Symbolic Poster

67
Team Project - Symbolic Poster
In this activity, students worked in small groups to create visual representations of

roots and affixes. Students were instructed to include information about specific roots
and affixes as well as explore creative and unique representations of information.
Samples of student work are displayed below.
68
APPENDIX G
Student Worksheet
69
Student Worksheet
Students created their own worksheets (with teacher modeling) to teach individual
roots and affixes.
70
APPENDIX H
Mrs. Buddingh's Jeopardy

71
Mrs. Buddingh's Jeopardy
This is a simple and low cost game that students enjoy playing. Here are steps:
a) Create questions and answers about roots and affixes, dividing them into 3
main categories (although it could be played with many more). The questions
should be easiest at the top and hardest at the bottom.
SAMPLE:
Point Prefixes Roots Suffixes

Value
100 Re: What does the Magni: What does the Ise: What does the
prefix "re" mean? root word magni suffix "ise" mean?
mean?
200 Anti: Think of a Agri: Think of a word Ify: Think of a

word that uses the that uses the root word that uses the
prefix "anti" and "agri" and explain root "ify" and
explain how the how the definition of explain how the
definition of the the word relates to the definition of the
word relates to the meaning of anti word relates to the
meaning of anti meaning of ify
300 Use a word that Think of two words Think of two

utilizes the prefix that relate to the words that have the
"mal" in a complete meaning of magni and suffixes ise and ify
sentence use them in a sentence in them in ONE
sentence
72
b) Create a jeopardy board similar to the one seen here:
re-____ Wio- - -- )v->
/00 100
2100 200
c500 30
c) Divide students into two equal teams, and further divide into pairs.
d) Students will pick their category and point value, and the teacher will ask the
corresponding question.
e) If the student pair gets the question right, his/her team gets the points. If they
get it wrong, a pair on the other team has the opportunity to answer the
question correctly. If the second pair gets it wrong, the question is discarded
and neither team receives any points.
f) The team who has the most points after all questions have been asked is
declared the winner.
73
REFERENCES
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Yoon, J.-C. (2007). Telling themselves who they are: What one out-of-school
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American Management Association. (2001). 2001 AMA survey on workplace testing:
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Management Association.
Becker, S., Wise, L., & Watters, C. (2008). Independent evaluation of the High School
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Bloom, B. S. (1984). Taxonomy of educationalobjectives. Boston: Pearson Education.
Brittanicaonline encyclopedia. (2009, March 3). Romance languages. Retrieved
March 3, 2009, from Encyclopedia Brittanica Web site:
http://www.britannica.com/EBchecked/topic/508379/Romance-languages
Bureau of Labor Statistics. (2009, March 6). Educationpays. Retrieved March 8,
2009, from United States Department of Labor Web site:
http://stats.bls.gov/emp/emptab7.htm
California Department of Education. (1999). English-languagedevelopment standards
for Californiapublic schools: Kindgergartenthrough grade twelve.
Sacramento, CA: Author.

74
California Department of Education. (2008, August 18). 2008 StandardizedTesting
and Reporting (STAR) program. Retrieved February 18, 2008, from the
California Department of Education Web site: http://www.cde.ca.gov/ta/tg/sr/
Covington, M. (1992). Making the grade:A self-worth perspective on motivation and
school reform. Cambridge, UK: Cambridge University Press.
Cummins, J. (2002). Making a difference in the lives of bilingual-biculturallearners.
New York: Peter Lang Publishers.
Dataworks resources. (2008, December 12). Dataworksresources. Retrieved 1 2009,
February, from Dataworks Education Web site: http://www.dataworks-
ed.com/resources/index.php
Doppelt, Y., & Schunn, C. D. (2008). Identifying students' perceptions of the
important classroom features affecting learning aspects of a design-based
learning environment. LearningEnvironments Research, 11(3), 195-209.
Ebbers, S. M., & Denton, C. A. (2008). A root awakening: Vocabulary instruction for
older students with reading difficulties. LearningDisabilitiesResearch and
Practice,23(2), 92-102.
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Liu, N., & Nation, I. (1985). Factors affecting guessing vocabulary in context. RELC
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Mara Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman,
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English-Language Learners in bilingual and mainstream classrooms. Reading
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McKinsey & Company. (2008, December 1). Frameworkfor a comprehensive
educationdata system in California.Retrieved February 1, 2009, from
California Department of Education Web site:
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Min, H. (2008). EFL vocabulary acquisition and retention: Reading plus vocabulary
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THE EFFECTS OF TEACHING ROOTS AND AFFIXES ON THE VOCABULARY

DEVELOPMENT OF UNDERPERFORMING STUDENTS

Submitted in partial satisfaction of

CALIFORNIA STATE UNIVERSITY, SACRAMENTO

Dr. Robert Pritchard, Department Chair te

Department of Teacher Education

THE EFFECT OF TEACHING ROOTS AND AFFIXES ON THE VOCABULARY

well on the English/Language Arts portion of the examination (California Department

of Education, 2008). Many underperforming students, including English Learners,

have successful futures.

Information was obtained through the program and coursework as well as

observation and testing of two junior high school English classrooms.

activities meant to motivate them to academic success.

_________ _ ,C omm ittee Chair

Education Department at California State University, Sacramento. I have met few

I would like to thank my fellow classmates, who helped encourage me and

me to graduate earlier than I had planned.

I would especially like to thank my husband Gerrit, who was my greatest

List of Tables .......................................... x

List of Figures .......................................... xi

Statement of the Problem .......................................... 1

Significance of the Study ......................................... 3

Theoretical Basis for the Study ........................................... 3

Limitations and Assumptions .......................................... 3

Definition of Terms ...... 4..................................

Organization of the Thesis .......................................... 5

2. REVIEW OF LITERATURE .......................................... 6

The Achievement Gap .......................................... 6

The Importance of Literacy in the 2 1 st Century ........................................... 9

Bloom's Taxonomy .......................................... 11

Keys Components to a Language Arts Curriculum ....................................... 12

Importance of Teaching Vocabulary ......................................... 13

Strategies for Teaching Vocabulary ................................................ ....... 19

Organization of Explicit Direct Instruction for Experimental Groups ........... 32

Presentation of the Data ....................................................... 35

Analysis and Interpretation ....................................................... 37

4. SUMMARY AND DISCUSSION ....................................................... 40

Further Recommendations .................. ..................................... 43

Appendix B. Student Pretest ................................ 47

Appendix C. Student Posttest ................................ 50

Appendix D. Sample EDI Lesson ................................ 53

Appendix E. Information Chart ................................ 64

Appendix F. Team Project - Symbolic Poster ................................ 66

Appendix G. Student Worksheet ................................ 68

Appendix H. Mrs. Buddingh's Jeopardy ................................ 70

1. Passage Rate on CAHSEE by Group ................................................... 7

2. Percentages of Students Scoring at Proficient and Above by Subgroup ......... 8

3. Level of Education and Employment Status ................................................... 9

4. English-Spanish Cognates .................................................... 16

5. Cognates Related to the Latin Root W ord "Viv" ............................................. 17

1. Mean Test Scores by Group .................... 38

2. Mean Test Scores by Gender .................... 39

elements of reading, writing, speaking and listening effectively. Knowledge of

need to take additional exams requiring extensive vocabulary knowledge.

in the text-rich environment that is an integral part of their world.

Research suggests many California students are not meeting English/Language

Arts standards as assessed by standardized state tests (California Department of

Education, 2008). One particular area in which underperforming students often

struggle is in the realm of vocabulary development. This is especially true when

referring to English learners. Students need systematic and researched-based methods

to assist them in their vocabulary development and to promote literacy. California's

students reach their full potential.

Students who struggle tend to have difficulty comprehending or decoding new