Students often figure out a new word based on its more familiar root word, or encounter a word that is in their listening vocabulary but not in their reading vocabulary. They look for a part of the word they know, or try to think of a familiar word that is like the unknown word. What concept does this involve?

Question

A) morphemic analysis
B) contextual clues
C) homophones
D) dictionary use

Answer 1

A / Explanation:
A) Morphemic analysis is used along with other devices because it requires knowledge of morphemes. A morpheme is the smallest unit of meaning, so it may be a word, a prefix, a suffix, or a root. Morphemic analysis should be used along with context.
B) Contextual clues only work about 5 to 20 percent of the time. Even when using context, it is helpful to check the derived meaning by using the dictionary. However, a morpheme is the smallest unit of meaning, so it may be a word, a prefix, a suffix, or a root that is used to learn the meaning of a new word.
C) Teaching students to use context clues can take time, but if done well it is usually effective. However, a morpheme is the smallest unit of meaning, so it may be a word, a prefix, a suffix, or a root that is used to learn the meaning of a new word.
D) Although difficult to use for young students, the dictionary provides a backup device for morphemes as well as contextual clues. However, a morpheme is the smallest unit of meaning, so it may be a word, a prefix, a suffix, or a root that is used to learn the meaning of a new word.