What is it about?
By fourth grade, the academic vocabulary words to which students are exposed become more content-specific and frequently contain multiple morphological units. Struggling readers often lack motivation to read. The purpose of this article is to (a) review the evidence basis for providing multilinguistic instruction, and (b) provide a model for teaching multilinguistic strategies by using Latin and Greek roots within the context of creating superhero comics to promote decoding in an engaging manner.
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Why is it important?
Many children who struggle to develop their literacy skills will experience a decline in motivation to engage in literacy activities the longer they have lived with these deficits. It is imperative that interventionists find ways to motivate them to engage in literacy activities for interventions to be successful.
Perspectives
I hope that interventionists who read this article reflect on their own practices to determine whether the approaches they take are motivating students to engage in reading and writing. I also hope that this article provides some guidance and examples for interventionists who are interested in using motivational approaches but are not sure how to get started.
Professor Ginger G Collins
University of Montana
Read the Original
This page is a summary of: Using Multilinguistic Strategies to Improve Decoding in Older School-Age Students in a Contextualized and Motivational Approach, Perspectives of the ASHA Special Interest Groups, January 2017, American Speech-Language-Hearing Association (ASHA),
DOI: 10.1044/persp2.sig1.105.
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