Computer-assisted morphology training of reading with grade 2 and grade 3 poor readers

Abstract Explicit morphology instruction has been recommended for poor readers. Still, hardly any studies have compared the effectiveness of both explicit and implicit morphology training in relation to business-as-usual support in improving reading proficiency. In this study, 277 poor readers in Grades 2 and 3 participated in a computer-assisted eight-week intervention focusing on suffixes in a randomised control trial, with pre-, post- and follow-up assessment in schools for Swedish-speaking children in Finland. Students were randomly allocated into two experimental groups and one control group. The first experimental group played a digital game with explicit instruction in lexical morphology (explicit). The other experimental group played the game without said instruction (implicit). Intervention and Grade effects were analysed using mixed-design analysis of variance (ANOVA). A significant time x group intervention effect was found only in the implicit vs. control group comparison between pre- and post-assessments; a moderate gain in identification of trained words assessed in a game-like manner was found in the implicit group unlike in controls. The difference in gain remained significant at follow-up for both grades. Additionally, third graders in the implicit group demonstrated a more significant improvement than controls in reading aloud pseudowords with trained suffixes, both in the pre‒post comparison and at follow-up. Results suggest that poor readers benefitted from implicit morphology training, but explicit instruction in lexical morphology (animations with verbal explanations) did not have a significant effect on reading proficiency.