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How Morphological and Etymological Families Work

This film offers an understanding of how the interrelationship of morphology and etymology inform the spellings and meanings of the words we read every day. Educators teaching with "Structured Word Inquiry" (SWI) (Bowers & Kirby, 2010) explicitly teach how English spelling works to represent the interrelation of morphology, etymology and phonology of words. Analyzing word families with morphological matrices and word sums is central to that process. It turns out that you can't reliably analyze the morphology of words if you do not understand how it interrelates with etymology. The last decade has seen major growth in terms of the literacy research focus on the importance of morphological instruction. I was lead author on the first meta-analysis on the effect of morphological instruction (Bowers, Kirby & Deacon, 2010). We found that younger and less able students gained the most from morphological instruction. All subsequent meta-analyses and reviews corroborated and expanded on those findings. Goodwin and Ahn (2010) found that phonological outcomes showed the greatest gains from morphological instruction, even outperforming effects on morphological outcomes. For an accessible introduction to the research related to SWI see Bowers (2020) at this link: https://psyarxiv.com/aktzw/ The increased interest in morphology instruction is important, but makes little reference to etymology. As this video shows, reliable morphological analysis of words requires understanding of etymology. This video is a collaboration with Marie Foley who did all the animation. Marie came to study with me at the residential course I host on Wolfe Island, Ontario a number of years ago. She continued to study with me and many others working in SWI while tutoring her students. Explore her Facebook Group "Making Sense of English Using Scientific Inquiry" and you will find countless beautiful, short, animated descriptions of orthographic concepts of all kinds. Those films were created for her own tutoring with students. However, they are beloved by teachers working with SWI as her animations bring such clarity to key orthographic concepts teachers need to understand. Seeing Marie’s work inspired me to ask if she would collaborate with me to build a different kind of orthographic film. Educators, not students would be the main target of this film. I wanted to apply her remarkable skills for representing orthographic concepts to a more complex but central feature of how our writing system works. I could not be more pleased with the result. This is a film that people can revisit over and over and find something new each time. It is divided in 3 parts, like chapters in a book. Like a good book, the story Marie tells is best understood when studied in order. You have control over the pace of processing of information that works for you. We encourage you to be ready to pause the video to study a specific frame that catches your eye more carefully. You may need to “flip back” to an earlier part of the story to make sense of a given slide. I hope people find ways to watch the film together closely with a friend so you can pause and discuss the ideas as they come up. This is not a film to watch once, but one to revisit over and over as your own understanding grows. We hope you enjoy. For more on Structured Word Inquiry, see my webpage for practitioners here: www.wordworksinternational.com For a 2-page document introducing the theory, research and practice of SWI with multiple links to free resources for further study at this link: https://files.realspellers.org/PetesF... See many free resources and my published research on my About WordWorks page here: https://www.wordworkskingston.com/Wor... Contact me at: [email protected] Contact Marie Foley at: [email protected]. Don’t forget to explore Marie's FB Group: "Making Sense of English Using Scientific Inquiry" to see the large archive of brilliant videos she uses in her own tutoring with students. PS: This film does not directly address grapheme-phoneme correspondences. However, grapheme choice for a given phoneme for a given word is driven by morphological and etymological influences. So this film provides underlying understanding that teachers need to be able to explain many grapheme-phoneme correspondences. I hope to construct another in-depth collaborative film with Marie on how grapheme-phoneme correspondences work in our orthography system—what I call “orthographic phonology.” For an introduction to understanding how grapheme choice is constrained and explained by morphology, seem my video on that topic here: http:   • SWI teaches grapheme-phoneme correspo...  )