Research Symposium

BIO

My name is Livia Gimenez, I am from Miami, Florida and I am a second year at Florida State University. Currently pursuing a bachelor’s degree in biology, I thrive on exploring the intricate ecosystems that exist beneath the water. From a young age, my love for animals has been the driving force behind my academic career. I developed a deep sense of empathy towards animals, sparking my interest in their biology and well-being. I am determined to combine my love for biology with my passion for the ocean by pursuing a career as an aquatic veterinarian. I have a strong passion for learning about and protecting the fragile ecosystems found in our seas. Outside of academics, I am involved with the FSU Pre-Vet Club as well as the FSU Scuba Club. I am an avid scuba diver who loves to constantly learn about the diverse array of marine life that inhabits it’s our oceans.

MAP-R: Morphological Analysis Pathway to Reading

Abstract

An innovative educational curriculum called the Morphological Awareness Pathway to Reading (MAR-P) focuses on morphological awareness to improve students’ reading abilities. The MAR-P curriculum is based on a wealth of research that emphasizes the vital role that morphological awareness plays in the development of reading comprehension. Students work on morpheme recognition, analysis, and manipulation through engaging, hands-on exercises. Through the development of a profound comprehension of word formation and structure, MAR-P seeks to provide unique students with the abilities required for effective reading. To meet the requirements of each student, MAR-P considers the diversity of learners and uses individualized instruction. To facilitate successful implementation in a variety of school settings, including those that include English, Spanish, and ASL, it offers educators a range of tools, such as lesson plans and activities. The method integrates morphological training into current reading programs in a seamless manner, emphasizing the proper delivery of literacy instructions to students who are multilingual learners with or at risk for language disabilities. According to research findings, kids who take part in the MAR-P program show notable gains in their vocabulary growth, reading comprehension, and general literacy abilities. Apart from its academic advantages, MAR-P supports a good and stimulating learning environment between students, families, and faculty. The curriculum provides kids with the necessary tools to become competent readers by integrating morphological awareness, laying the groundwork for both academic achievement and a lifetime love of learning.

Keywords: education, communication science, disorders