The Effects of Vocabulary Intervention Based on Morphological Awareness on the Vocabulary Ability of Elementary School Students with Reading Disabilities

Objectives: The purpose of this study was to investigate the effects vocabulary intervention based on morphological awareness ability elementary school students with reading disabilities. Methods: A multiple baseline probe design across participants used verify intervention. subjects were three disabilities (two 3rd graders and one 4th grader). Vocabulary tests at word level sentence/paragraph conducted baseline, intervention, maintenance phases. consisted 18 sessions (40-50 minutes for a session, 3 per week) five stages each session. Results: All improved their in both level. Furthermore, scores during phase close phase. Conclusion: This shows that is effective improving Understanding structure helps learners improve some quantitative qualitative growth also has positive read understand texts.