Research
1. Herrington, M. H., & Marry Macken-Horarik. (2015). Linguistically informed teaching of spelling: Toward a relationship approach. The Australian Journal of Language and Literacy, 38(2). Retrieved from https://www.researchgate.net/profile/Mary_Macken-horarik/publication/281377934_Linguistically_informed_teaching_of_Spelling_Toward_a_Relational_Approach/links/561d886e08ae50795afd80de.pdf
Summary: This study examines teachers' knowledge of morphemes and phonemes, and how building greater awareness of word components (a toolkit for teachers) can increase the success of spelling instruction. The authors note that not only teaching children to look closely at the parts of words, but for teachers to look closely and analyze children's morphemic spelling approximations can reveal children's thinking and, thus, lead to targeted instruction.
2. Montelongo, J. A., Hernández, A. C., & Herter, R. J. (2015). Teaching English-Spanish Cognates Using the Texas 2X2 Picture Book Reading Lists. Texas Journal of Literacy Education, Retrieved from https://eric.ed.gov/q=spelling+using+knowledge+of+prefixes&pr=on&ft=on&ff1=dtySince_2015&ff2=eduElementary+Education&id=EJ1110958
Summary: The Texas 2x2 Reading List is a list of recommended reading books for children ranging in ages from pre-school to the early primary grades. The books that comprise the Texas 2x2 Reading List are a rich source of vocabulary and contain many English-Spanish cognates. The purpose of this paper is to present some of the different types of cognate vocabulary lessons that may be created to accompany a picture book read-aloud. The lessons are based on the morphological and spelling regularities between English and Spanish cognates and can be used to teach students how to convert words from one language to another.