The Matrix: Not an Alternative Dimension a Suffix Training Tool

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• The Matrix Not an Alternative Dimension a
  Suffix Training Tool
• November 19, 2009
• Gina Connolly
• Dr. Joneen Lowman
• Bloomsburg University

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Morphology

• Types of morphemes
• Derivational morphemes are
• building blocks in reading because they are
  reused in different words (Carlisle, 2003).
• recognizable and repeated in various words thus
  helping children acquire and maintain new
  language (Carlisle, 2003).
• Morphological development consists of (Windsor
  and Wang, 1999)
• Morphological awareness
• Morphological generalization

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Morphological Development

• Children acquire meanings of derivatives rapidly
  between grades 1 through 5 (Carlisle, 2003).
• From each word a child acquires, that child will
  comprehend an additional one to three related
  words (Nagy and Anderson, 1984).
• Children with LI are less sensitive to morphology
  (Windsor, 1994).
• Little is known about morpheme acquisition with
  language impaired children (Windsor, 1994)

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Current State of Morphological Instruction

• No traditional word study program can teach all
  of the words students will encounter in school
  reading material (Nagy and Anderson, 1984).
• Common misconception that derivatives are too
  challenging and carry little significance in
  childrens literacy development until middle
  school (Carlisle, 2003).
• Educators have a limited knowledge of the
  components of language (Carlisle, 2003).

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What is Matrix Training?

• A systematic approach for the acquisition and
  generalization of word combination patterns and
  vocabulary (Mineo and Goldstein, 1990).
• The premise - if a few examples of a language
  concept are explicitly taught then the child will
  generalize to untrained x and y combinations
  (Mineo and Goldstein, 1990).

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How are matrices designed?

• A matrix structure is similar to the set up of a
  multiplication table where each cell represents a
  language combination (Goldstein, 1983).
• In matrix training, one target is highlighted on
  the x-axis and another target on the y-axis.
• When the x and y targets are combined a new
  language target is formed.
• Language targets trained down the diagonal result
  in familiarization with all word parts in the
  matrix (Mineo and Goldstein, 1990)

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Matrix Training has proven effective for

• Children with language delays
• Preposition-Object training (Bunce and Ruder,
  1985)
• Action- Object responses (Mineo and Goldstein,
  1990)
• Children with disabilities
• /er/ verses /est/ suffixes (Baer and Guess, 1970)
• Verb-Noun phrases (Karlan, 1982)
• Typically developing children
• Agent Action-Object training (Goldstein, 1983)
• Typical Adults
• Verb- Subject- Object acquisition (Goldstein and
  Till, 1980)

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Research Question

• Investigate the efficiency of matrix training as
  an evidence-based practice for remediation of
  root word-suffix deficits presented by 3rd and
  4th grade children who are language impaired.
• 1. Will matrix training of specific root
  word-suffix combinations produce generalized
  effects to the formation of untrained root word
  suffix combinations ?

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Method

• Participants
• Participant 1 4th grade male
• Participant 2 4th grade female
• Participant 3 3rd grade female
• Criteria
• Language Impairment only
• Vision and hearing WNL
• Recruited from a local elementary school

• Setting
• Work room at an elementary school
• 2 times a week for 20 minutes
• Prior to start of school day

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(No Transcript)
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Stimuli

• Combining Vowel Rule
• ADD an O after the root word
• WHEN
• the suffix starts with a CONSONANT
• Example Cardi Plasty CardiOplasty
• Example My Scope MyOscope

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Design

• Single-subject design across matrices.
• 3 phases for each matrix
• Mastery Probe (baseline)
• Intervention
• Maintenance
• Counter-balanced order
• Participant 1 order of Matrix Training
• orange, green, blue, yellow
• Participant 2 order of Matrix Training
• green, orange, yellow, blue
• Participant 3 order of Matrix Training
• orange, green, blue, yellow

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Procedures

• Phase 1 Mastery Probe
• Phase 2 Intervention
• Phase 3 Maintenance
• During Intervention
• Cumulative
• One-month follow-up

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Procedures

• Phase 1 Mastery Probe
• Tests childs knowledge of words for target
  matrix.
• Provide the definition of the word
• SLP What does cardiology mean?
• Study of the heart
• Provide the word in response to the definition
• SLP What word means study of the heart?
• Cardiology
• 16 words assessed

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Phase 1 Mastery Probe Breakdown
Procedures

• Orange Matrix
• 9 words from orange matrix
• 3 words from green matrix
• 2 words from yellow matrix
• 2 words from blue matrix
• Green Matrix
• 9 words from green matrix
• 3 words from orange matrix
• 2 words from blue matrix
• 2 words from yellow matrix

• Blue Matrix
• 9 words from blue matrix
• 3 words from green matrix
• 2 words from yellow matrix
• 2 words from orange matrix
• Yellow Matrix
• 9 words from yellow matrix
• 3 words from blue matrix
• 2 words from green matrix
• 2 words from orange matrix

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Mastery Probe Examples

• Green Matrix
• Myomalacia
• Laryngoplasty
• Odontoscope
• Myoplasty
• Myoscope
• Laryngoscope
• Odontomalacia
• Odonotoplasty
• Laryngomalacia
• Cardiology
• Angiitis
• Osteologist
• Laryngologist
• Odontology
• Angioscope
• Osteomalacia

• Orange Matrix
• Cardiology
• Angiitis
• Osteologist
• Carditis
• Angiology
• Cardiologist
• Angiologist
• Osteology
• Osteitis
• Myomalacia
• Laryngoplasty
• Odontoscope
• Myology
• Odontologist
• Cardiomalacia
• Osteoplasty

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Procedures

• Phase 2 Intervention
• Step 1 Root and suffix training
• Must meet criterion of 100 accuracy to move to
  diagonal training
• Step 2 Diagonal training

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Procedure

• Intervention Step 1 Root and Suffix Training
• 3 roots and 3 suffixes
• Training Protocol
• Provide Picture
• Provide Definition
• Divide the word into syllables
• Review
• Pictures used to train Roots and Suffixes
• Cardi Ology
• Heart
  Study

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Procedure
Phase 2 Intervention
Root Word Training Cardi
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Procedures

• Intervention Step 2 Diagonal Training
• 3 word combinations trained down the diagonal of
  matrix.
• Training Protocol
• Divide word into root and suffix
• Divide word into syllables
• Provide definition
• Review
• Picture formulas used to train these 3 words
• Heart Study

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Procedures
Phase 2 Intervention
Diagonal Training Cardiology
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Procedures

• Phase 3 Maintenance
• Maintenance Assessments
• Session Probes
• Test 3 words from previous matrix
• Final Cumulative Test
• Test all words from 4 matrices
• Month Follow-Up Test
• Test all words from 4 matrices

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Assessment
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Assessment

• Measures
• Root Word Test
• Diagonal Test
• Session Probes/Mastery Probes
• Final Cumulative Test
• Month Follow-up
• Skills Assessed
• Provide definition of roots, suffixes and words
• Provide word for roots, suffixes and words

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Assessment

• Root Word Test
• Criteria
• 100 Mastery to move to Diagonal Training
• 18 questions
• 6 questions Identify word part as root or suffix
• Is Cardi a root or a suffix?
• 6 questions Provide the definition
• What does Cardi mean?
• 6 questions Provide the root or suffix
• What word means heart?

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Assessment

• Diagonal Test
• Criteria
• 100 mastery
• 12 Questions
• 6 questions Identify root and suffix
• What is the root in cardiology?
• 3 questions Provide word
• What word means study of the heart?
• 3 questions Provide definition of word
• What does cardiology mean?

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Assessment

• Session Probes
• Consists of same questions from Mastery Probe
• Administered at the beginning of each session
  during Phase 2 and Phase 3
• Assessed knowledge of trained and generalized
  words
• Criteria to Advance to next Matrix
• Provide 7 out of 9 definitions of words from
  target matrix on 2 consecutive sessions
• Provide 7 out of 9 words from target matrix for 2
  consecutive sessions

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Assessment

• Final Cumulative Test

• Month Follow-Up Test

• Assessed Participants knowledge of all 36 words
• Questions
• Provide the definition of the words
• Provide the words
• Given after 4th (final) matrix was trained

• Re-administered the final cumulative test
• Given 1 month after the final cumulative test was
  given
• Utilized to assess if the Participant retained
  all 36 words from the 4 matrices over an extended
  period of time

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Results
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Participant 1 (orange, green, blue, yellow)

• Orange matrix
• Criteria met by 5th intervention session
• Green Matrix
• Criteria met by 3rd intervention session
• Blue Matrix
• Generalization to untrained words by 2nd
  intervention session
• Yellow Matrix
• No intervention required

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Participant 2 (green, orange, yellow, blue)

• Green matrix
• Criteria met by 11th intervention session
• Orange Matrix
• Criteria met by 10th intervention session
• Yellow Matrix
• No intervention required
• Blue Matrix
• No intervention required

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Participant 3 (orange, green, blue, yellow)

• Orange matrix
• Criteria met by 6th intervention session
• Green Matrix
• Criteria met by 4th intervention session
• Blue Matrix
• No intervention required
• Yellow Matrix
• No intervention required

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Maintenance

• During intervention
• Post-intervention

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Results Summary

• Decrease in required intervention sessions across
  matrices
• Generalization to untrained matrices after
  intervention in the orange and green matrices
• 4th grade subjects generalized at a faster rate
  than 3rd grade subject
• Word Accuracy more stable than definition
  accuracy
• Deterioration of learning with time especially
  for definition knowledge

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Clinical Relevance

• Teaching concepts with exemplars
• Systematic Instruction
• Efficient
• Minimal Intensity