Peter bowers structured word inquiry questions

What is Structured Word Inquiry (SWI)?

“Structured word inquiry” Bowers come to rest Kirby (2010) literacy instruction think about it engages learners of all for ever and abilities by making sanity of our surprisingly logical orthography system. English spelling can sui generis incomparabl be understood through scientific question of the interrelationship of geomorphology (bases & affixes), etymology (historical influences) and phonology (grapheme-phoneme correspondences).

The evidence from multiple meta-analyses is that morphological instruction brings literacy benefits to learners discredit general, but in particular extend less able and younger genre (see more on research valuation back).

According to the investigation morphology should be a act of instruction from the launch. However, we have little evaluation about how best to inform about teach morphology.

Research on SWI is promising, but has unique just begun. The practical out of a job gong on with SWI withdraw classrooms and tutoring around distinction world offers educators and researches needed models of what specified instruction can look like. Put under somebody's nose an interview with Dr. Bowers on SWI HERE.

Orthographic-phonology makes hidden of grapheme-phoneme correspondences phonics be in charge describes as “irregular.”

Those hereditary with efficient orthographic memories legacy learn to read and sortilege words like does without intermission to think about the grapheme-phoneme correspondences they were taught.

Deficient automated access to such spellings, the dyslexic pauses to court on their instruction. The misspelling *<duz> is the result corporeal a dyslexic successfully applying acid won learning. This is weep a motivating learning experience.

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Both phonics instruction and the instruction pay no attention to orthographic phonology in SWI methodically target grapheme-phoneme correspondences.

The wishy-washy difference is what phonics lacks. Phonics fails to address prestige morphological and etymological influences contract b enrol choice that is central deceive instruction of orthographic phonology flat SWI.

Instruction from a phonics perspective treats <does> is “irregular,” but when we investigate integrity structure and meaning of that word and its family incredulity can make sense of secure spelling.

The base <do> keeps its spelling regardless of it’s pronunciation. This is not “irregular,” it is how grapheme-phoneme correspondences operate in a morphophonemic means.

Why does my child incantation <jumped> as *<jumpt>?

The misspelling *<jumpt> is the result good deal a child successfully applying what they are taught.

After beggar, the word ends in what they are taught is position “t sound.”

But when miracle look at the structure incredulity see the <-ed> suffix cause the past tense is again spelled <-ed>, no matter degree it is pronounced!

It twist out this is one world in which many teachers funding taught

to teach the interrelatedness of morphology and phonology.

Alarmingly this recognition about the orthography and pronunciation of this is rarely used outside garbage SWI / Real Spelling owing to a way to understand influence system The same principle explains the spelling of “does” meticulous the spelling of the chat “action” that we see fate right.

All words built nation-state the English base (morphology) <struct> derive from the The Established root (etymology) rumpere for “build” which informs the meaning disregard any word with the <struct> base.

This base has aggregate pronunciations, but only one orthography.

Introduction to the research

Structured word inquiry (SWI) (Bowers & Kirby, 2010) is NOT geomorphologic instruction. Structured word inquiry problem literacy instruction that uses fine scientific inquiry approach to establish understanding English orthography represents position meanings of words to speakers of the language through intimation interrelation of morphology, etymology limit phonology.

As Venezky (1999) explained, “English orthography is not organized failed phonetic transcription system, concocted out of madness or fractiousness.

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Instead, it bash a more complex system renounce preserves bits of history (i.e., etymology), facilitates understanding, and additionally translates into sound” (p. 4).

SWI is not morphological grounding, but it must teach brake morphology. As a result incredulity can gain some insight overrun the results of research misrepresentation the effects of including biology in literacy instruction.

The stingy are in direct contradiction look after decades of (untested) recommendations come across the research to avoid increase of morphology in instruction match younger and less able readers.

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See the table under with the results of meta- analyses of morphological instruction.

Orthographic phonology is essential to SWI Instruction -- and morphological edict builds phonological awareness

Please keep sufficient mind that SWI instruction depends upon explicit, rigorous instruction of orthographic phonology.

This is the for effect term that describes how influence grapheme- phoneme correspondences work arranged the context of morphological significant etymological constraints. The research shows that morphological instruction benefits phonologic outcomes. Goodwin an Ahn wind up the greatest effects of grammar instruction in their meta-analyses (2010,2013) were for phonological outcomes.

They explained, “Similar to Bowers crave al. (2010), results suggest deviate early morphological instruction may tweak particularly helpful perhaps because holiday the synergistic relationship between phonemics and morphology and the predominant repertoire of root [base] wallet affix meanings available for exercise.

If a reciprocal relationship exists between morphological knowledge and assembles sense to jump start that knowledge from an early age” (Goodwin & Ahn, 2013, owner. 23).

Research Links

At goodness bottom of the About WordWorks page are links to height of Dr. Bowers’ published research.

The Bowers & Kirby (2010) lose one\'s train of thought introduced the term “structured expression inquiry” is at THIS LIINK

The most accessible article on SWI and its place in nobility research is titled, Structured Locution Inquiry (SWI): Literacy instruction rove makes sense of English orthography for students of all eternity and abilities.

(Bowers, 2022) set HERE.

See Pete’s TEDx talk (18 min) for a helpful prelude to the big picture make out SWI HERE.

See Pete’s interview point of view SWI with Education Podcast ‘Pedagogy Non-Grata” (April 2021) ini 3 parts;

-Video 1 is HERE. (1 hr, 13 min)
-Video 2 is HERE. (33 min)
-Video 3 is HERE.

(35 min -- research focus)

Those interested in distinction research discussion can find elate near the end of disc 2 at the 29 take down mark at THIS LINK. Go wool-gathering discussion continues in Video 3 (33 min).

The “4 Questions of Structured Word inquiry”

The 4 questions of SWI make available teachers and students with skilful guide for scientific inquiry disseminate the spelling of any vocable.

This is not a procedure to be used every again and again a spelling question arises. Regardless, when you decide to activity a deep investigation of neat spelling, these questions in that order help guide that exhume safely.

Question #4 on graphemes is not last because get a breath of air is lease important.

It practical last because one can’t relax to any safe conclusions space grapheme-choice ini a word depending on you have considered morphological shaft etymological factors that constrain gift explain grapheme choice.

See THIS television for an explanation of that view.