the matrix: not an alternative dimension
TRANSCRIPT
The Matrix: Not an Alternative Dimension; a Suffix Training Tool
November 19, 2009
Gina Connolly Dr. Joneen Lowman
Bloomsburg University
Types of morphemes Derivational morphemes are
building blocks in reading because they are reused in different words (Carlisle, 2003).
recognizable and repeated in various words thus helping children acquire and maintain new language (Carlisle, 2003).
Morphological development consists of (Windsor and Wang, 1999)
Morphological awarenessMorphological generalization
Children acquire meanings of derivatives rapidly between grades 1 through 5 (Carlisle, 2003).
From each word a child acquires, that child will comprehend an additional one to three related words (Nagy and Anderson,
1984). Children with LI are less sensitive to
morphology (Windsor, 1994). Little is known about morpheme
acquisition with language impaired children (Windsor, 1994)
No traditional word study program can teach all of the words students will encounter in school reading material (Nagy and Anderson, 1984).
Common misconception that derivatives are too challenging and carry little significance in children’s literacy development until middle school (Carlisle, 2003).
Educators have a limited knowledge of the components of language (Carlisle, 2003).
A systematic approach for the acquisition and generalization of word combination patterns and vocabulary (Mineo and Goldstein, 1990).
The premise - if a few examples of a language concept are explicitly taught then the child will generalize to untrained x and y combinations (Mineo and Goldstein, 1990).
A matrix structure is similar to the set up of a multiplication table where each cell represents a language combination (Goldstein, 1983).
In matrix training, one target is highlighted on the x-axis and another target on the y-axis.
When the x and y targets are combined a new language target is formed.
Language targets trained down the diagonal result in familiarization with all word parts in the matrix (Mineo and Goldstein, 1990)
Children with language delaysPreposition-Object training (Bunce and Ruder,
1985)Action- Object responses (Mineo and Goldstein,
1990)
Children with disabilities/er/ verses /est/ suffixes (Baer and Guess, 1970)Verb-Noun phrases (Karlan, 1982)
Typically developing childrenAgent – Action-Object training (Goldstein, 1983)
Typical AdultsVerb- Subject- Object acquisition (Goldstein and
Till, 1980)
Investigate the efficiency of matrix training as an evidence-based practice for remediation of root word-suffix deficits presented by 3rd and 4th grade children who are language impaired.
1. Will matrix training of specific root word-suffix combinations produce generalized effects to the formation of untrained root word suffix combinations ?
Participants Participant 1: 4th grade male Participant 2: 4th grade female Participant 3: 3rd grade female Criteria
Language Impairment only Vision and hearing WNL Recruited from a local elementary school
Setting Work room at an elementary school 2 times a week for 20 minutes Prior to start of school day
Combining Vowel Rule:
ADD an “O” after the root word WHENthe suffix starts with a CONSONANT
Example: “Cardi + Plasty = CardiOplastyExample: “My + Scope = MyOscope
Single-subject design across matrices.
3 phases for each matrixMastery Probe (baseline)InterventionMaintenance
Counter-balanced orderParticipant 1 order of Matrix Training:
orange, green, blue, yellow
Participant 2 order of Matrix Training: green, orange, yellow, blue
Participant 3 order of Matrix Training: orange, green, blue, yellow
Phase 1: Mastery Probe
Tests child’s knowledge of words for target matrix. Provide the definition of the word
SLP: “What does cardiology mean?”“Study of the heart”
Provide the word in response to the definitionSLP: “What word means study of the heart?”“Cardiology”
16 words assessed
Orange Matrix9 words from orange matrix 3 words from green matrix 2 words from yellow matrix 2 words from blue matrix
Green Matrix9 words from green matrix 3 words from orange matrix 2 words from blue matrix 2 words from yellow matrix
Blue Matrix9 words from blue matrix 3 words from green matrix 2 words from yellow matrix 2 words from orange matrix
Yellow Matrix9 words from yellow matrix 3 words from blue matrix 2 words from green matrix 2 words from orange matrix
Procedures
Mastery Probe Examples Orange Matrix
› Cardiology› Angiitis› Osteologist› Carditis› Angiology› Cardiologist› Angiologist› Osteology› Osteitis› Myomalacia› Laryngoplasty› Odontoscope› Myology› Odontologist› Cardiomalacia› Osteoplasty
Green Matrix› Myomalacia› Laryngoplasty› Odontoscope› Myoplasty› Myoscope› Laryngoscope› Odontomalacia› Odonotoplasty› Laryngomalacia› Cardiology› Angiitis› Osteologist› Laryngologist› Odontology› Angioscope› Osteomalacia
Phase 2 – InterventionPhase 2 – Intervention› Step 1: Root and suffix training
Must meet criterion of 100% accuracy to move to diagonal training
› Step 2: Diagonal training
Intervention Step 1: Root and Suffix Intervention Step 1: Root and Suffix TrainingTraining3 roots and 3 suffixes Training Protocol
Provide PictureProvide DefinitionDivide the word into syllables Review
Pictures used to train Roots and Suffixes Cardi = Ology =
Heart Study
Instructor“This is a picture of a heart.”
Instructor “The root word that means heart is Cardi” (pull out Cardi)
Instructor “Cardi has 2 syllables, listen as I clap out the syllables” By clapping out loud the syllables it’s a way to help remember the word. You can choose if you want to clap or tap the table as you say the root word.
Instructor “Now you say the root word and clap it out loud with me”Child: “Cardi” (claps out syllables of cardi along with instructor)
Instructor “Cardi means a heart”
Instructor “What does Cardi mean?”Child: “a heart”
Instructor “What is the root word that means heart?Child: “cardi”
Procedure
Phase 2: InterventionRoot Word Training: Cardi
Intervention Step 2: Diagonal Training
3 word combinations trained down the diagonal of matrix.
Training ProtocolDivide word into root and suffixDivide word into syllablesProvide definition Review
Picture formulas used to train these 3 words
+ = Heart Study
Instructor“Now we are going to add the roots and suffixes together that we just learned to form new words.”
Instructor “What root means heart?”Child: “cardi”
Instructor “What suffix means study of ?”Child: “ology”
Instructor “Cardi + Ology = Cardiology”
Instructor “Cardiology has 5 syllables, listen as I clap them out loud. Now clap or tap them along with me.
Instructor “What does Cardiology mean?”Child: “study of the heart”
Instructor “Heart + Study of = Study of the heart”
Instructor “What word means the study of the heart?”Child: “Cardiology”
Phase 2: InterventionDiagonal Training: Cardiology
Phase 3: Maintenance Maintenance Assessments
Session ProbesTest 3 words from previous matrix
Final Cumulative TestTest all words from 4 matrices
Month Follow-Up TestTest all words from 4 matrices
MeasuresRoot Word Test Diagonal Test Session Probes/Mastery Probes Final Cumulative Test Month Follow-up
Skills Assessed Provide definition of roots, suffixes and
words Provide word for roots, suffixes and words
Root Word TestCriteria:
100% Mastery to move to Diagonal Training
18 questions:6 questions: Identify word part as
root or suffix “Is Cardi a root or a suffix?”
6 questions: Provide the definition “What does Cardi mean?”
6 questions: Provide the root or suffix “What word means heart?”
Diagonal TestCriteria:
100% mastery 12 Questions:
6 questions: Identify root and suffix “What is the root in cardiology?”
3 questions: Provide word “What word means study of the heart?”
3 questions: Provide definition of word “What does cardiology mean?”
Session ProbesConsists of same questions from Mastery
ProbeAdministered at the beginning of each
session during Phase 2 and Phase 3Assessed knowledge of trained and
generalized words Criteria to Advance to next Matrix:
Provide 7 out of 9 definitions of words from target matrix on 2 consecutive sessions
Provide 7 out of 9 words from target matrix for 2 consecutive sessions
Final Cumulative Test Assessed
Participant’s knowledge of all 36 words
Questions: Provide the definition
of the words Provide the words
Given after 4th (final) matrix was trained
Month Follow-Up Test Re-administered the
final cumulative test Given 1 month after
the final cumulative test was given
Utilized to assess if the Participant retained all 36 words from the 4 matrices over an extended period of time
Orange matrix› Criteria met by 5th intervention session
Green Matrix› Criteria met by 3rd intervention session
Blue Matrix› Generalization to untrained words by 2nd
intervention session Yellow Matrix
› No intervention required
Green matrix› Criteria met by 11th intervention session
Orange Matrix› Criteria met by 10th intervention session
Yellow Matrix› No intervention required
Blue Matrix› No intervention required
Orange matrix› Criteria met by 6th intervention session
Green Matrix› Criteria met by 4th intervention session
Blue Matrix› No intervention required
Yellow Matrix› No intervention required
During intervention
Post-intervention
Participant 1 Participant 2 Participant 3
After matrix training
83% for orange100% for green and blue matrices
88% for green75% for orange 100% for yellow
100% for orange, green and blue matrices
Participant 1 Participant 2 Participant 3
Final cumulative
100% for word and definition
100% for word and definition
100% for word and definition
One-month 100% word72% definition
83% word61% definition
100% word97% definition
Decrease in required intervention sessions across matrices
Generalization to untrained matrices after intervention in the orange and green matrices
4th grade subjects generalized at a faster rate than 3rd grade subject
Word Accuracy more stable than definition accuracy
Deterioration of learning with time; especially for definition knowledge
Teaching concepts with exemplars
Systematic Instruction
Efficient
Minimal Intensity