There is growing interest in the role that morphological knowledge plays in literacy acquisition, but there is no research directly comparing the efficacy of different forms g5210t-p90 of morphological instruction.Here we compare two methods of teaching English morphology in the context of a memory experiment when words were organized by affix during study (e.g., a list of words was presented that all share an affix, such as , , , , etc.) or by base during study (e.
g., a list of words was presented that all share a base, such as , , , ).We primaluna evo 400 preamp show that memory for morphologically complex words is better in both conditions compared to a control condition that does not highlight the morphological composition of words, and most importantly, show that studying words in a base-centric format improves memory further still.We argue that the morphological matrix that organizes words around a common base may provide an important new tool for literacy instruction.