Structured Word Inquiry – with Dr. Pete Bowers

TRT Podcast #192: Structured Word Inquiry – with Dr. Pete Bowers

Dr. Pete Bowers explains “structured word inquiry,” an exciting type of instruction that engages learners of all ages in making sense of our (surprise!) logical spelling system. In this episode, Dr. Bowers shares the research behind morphology, explains why words typically called “irregular” are usually not, and advocates for morphology instruction even with our youngest readers.

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Full episode transcript

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Images courtesy of Dr. BowersResources mentioned in this episode (in order of mention)Article: Bowers, P.N. & Kirby, J.R. (2010) Effects of Morphological instruction on Vocabulary Acquisition, Reading and Writing: An Interdisciplinary Journal, 23, 515–537.Website:  Real Spelling Toolbox Article: Devonshire, V., Morris, P., & Fluck, M. (2013). Spelling and reading development: The effect of teaching children multiple levels of representation in their orthography. Learning and Instruction, 25, 85-94.Article: Ng, M. M., Bowers, P. N., & Bowers, J. S. (2022). A promising new tool for literacy instruction: The morphological matrix. Plos one, 17(1), e0262260.Article: Goodwin, A. P., & Ahn, S. (2013). A meta-analysis of morphological interventions in English: Effects on literacy outcomes for school-age children. Scientific Studies of reading, 17(4), 257-285.Article: Goodwin, A. P., & Ahn, S. (2010). A meta-analysis of morphological interventions: Effects on literacy achievement of children with literacy difficulties. Annals of dyslexia, 60(2), 183-208.Article: Galuschka, K., Görgen, R., Kalmar, J., Haberstroh, S., Schmalz, X., & Schulte-Körne, G. (2020). Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review. Educational Psychologist, 55(1), 1-20.Article: Chomsky, C. (1970). Reading, writing, and phonology. Harvard Educational Review, 40 (2), 287–309.Article re: Active View of Reading: Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly, 56, S25-S44.Article re: Morphological Pathways Framework: Levesque, K. C., Breadmore, H. L., & Deacon, S. H. (2021). How morphology impacts reading and spelling: Advancing the role of morphology in models of literacy development. Journal of Research in Reading, 44(1), 10-26.Article: Share, D. L. (2023). Blueprint for a universal theory of learning to read: The Combinatorial Model. Society for the Scientific Study of Reading Conference.
ChicagoArticle: Share, D. L. (2021). Is the science of reading just the science of reading English?. Reading Research Quarterly, 56, S391-S402.Video: Pete Bowers teaching “does”Chapter in a book: Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. Precursors of functional literacy, 11, 67-86.Book: The American Way of Spelling, by Richard L. VenezkyPete Bowers’ book:  Teaching How the Written Word Works Facebook group:  Learning How Words Work with Structured Word Inquiry ( SWI ) Facebook page: SWIRV: Structured Word Inquiry Research VanguardBook:  Beneath the Surface of Words , by Sue Scibetta HeglandWebsite:  Word Works Kingston Web page:  High Frequency Word Project Website: Rebecca Loveless’  Illuminate Words Website: Fiona Hamilton’s  Word Torque Book:  Reader, Come Home , by Maryanne WolfeArticle: de Jong, T., Lazonder, A. W., Chinn, C. A., Fischer, F., Gobert, J., Hmelo-Silver, C. E., … & Zacharia, Z. C. (2023). Let’s talk evidence–The case for combining inquiry-based and direct instruction. Educational Research Review, 39, 100536.Other helpful resourcesVideo: Spelling-Out Orthography in SWI to build graphemic and morphological knowledge Video: Make Spelling Joyful through Scientific Inquiry: Pete Bower’s TEDxYouth talk
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