The Effect of Prefix Instruction on Fifth Grade Students' Decoding and Reading Comprehension Skills
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A pretest-posttest design was used to determine the effects of teaching prefixes on the decoding and reading comprehension skills of fifth grade students of mixed abilities. Nine students were selected according to performance on the pretest to form three ability groups: high, average and low. For a period of four weeks, students were exposed to an instructional intervention, which introduced 10 common prefix families. The immediate posttests that followed included a production test, where students defined prefixed words, a 30 item multiple choice test and a context test, which was a short passage of prefixed words followed by 16 multiple choice questions. Retention of knowledge was also examined through a delayed posttest four weeks later. Results showed an increase in scores for all ability groups on all the posttests following intervention. Results indicated that this type of instruction was beneficial to students of all ability levels.
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