Morphological Awareness and Learning to Read: A Cross-Language Perspective

Kuo, Li Jen; Anderson, Richard C.

doi:10.1207/s15326985ep4103_3

Cited by 614 publications

(788 citation statements)

References 79 publications

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“…There appears to be a consensus in the literature that children demonstrate morphological awareness as assessed with metalinguistic tasks or in spontaneous productions earlier for inflections than for derivations (Adams, 1990;Carlisle, 2003;Kuo & Anderson, 2006; see Rabin & Deacon, 2008 for an exception). However, the majority of studies examining the relationship between morphological awareness and reading with young children have focused typically on inflections while those with older children have targeted derivations (see Carlisle & Nomanbhoy, 1993, Carlisle, 1995; to sample the full morphological construct, we need to include both inflections and derivations in a measure of morphological awareness.…”

Section: Development Of Morphological Awarenessmentioning

confidence: 99%

Children’s morphological awareness and reading ability

et al. 2011

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We investigated the effects of morphological awareness on five measures of reading in 103 children from Grades 1 to 3. Morphological awareness was assessed with a word analogy task that included a wide range of morphological transformations. Results indicated that the new measure had satisfactory reliability, and that morphological awareness was a significant predictor of word reading accuracy and speed, pseudoword reading accuracy, text reading speed, and reading comprehension, after controlling the effects of verbal and nonverbal ability and phonological awareness. Morphological awareness also explained variance in reading comprehension after further controlling word reading. We conclude that morphological awareness has important roles in word reading and reading comprehension, and we suggest that it should be included more frequently in assessments and instruction.

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Section: Development Of Morphological Awarenessmentioning

confidence: 99%

Children’s morphological awareness and reading ability

et al. 2011

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“…As a child's learning of more complex and less phonologically transparent derivations progresses, a more explicit awareness of the morphological structure and orthography of words is required. It has been argued that the learning of such irregularities is best acquired through print exposure rather than through spoken language (Casalis & LouisAlexandre, 2000;Kuo & Anderson, 2006). It may be that complex morphological representations, and an understanding of many derivations only become fully specified through exposure to the written form (Templeton & Scarborough-Franks, 1985) as morphemes are more consistently spelled than they are pronounced (e.g., Bowers & Kirby, 2010).…”

Section: Do We See a Significant Change In Ma From Kindergarten To Grmentioning

confidence: 99%

“…An intrinsic relationship between morphological awareness and vocabulary exists (Spencer et al, 2015). Therefore, controlling for the variance of performance on a vocabulary measure would remove a substantial portion of the expected relationship between reading and morphological awareness (Kuo & Anderson, 2006). Therefore, to reduce such a loss, this study was limited to the degree in which variance in vocabulary could be controlled for within our predictive models.…”

Section: Limitationmentioning

confidence: 99%

Early development and predictors of morphological awareness: Disentangling the impact of decoding skills and phonological awareness

Law

Ghesquière

2017

Research in Developmental Disabilities

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Early development and predictors of morphological awareness: disentangling the impact of decoding skills and phonological awareness. AbstractBackground: Morphological Awareness (MA) has been demonstrated to be influential on the reading outcomes of children and adults. Yet, little is known regarding MA's early development. Aim: The aim of this study is to better understand MA at different stages of development and its association with Phonological Awareness (PA) and reading. Methods and Procedures:In a longitudinal design the development of MA was explored in a group of pre-reading children with a family risk of dyslexia and agematched controls from kindergarten up to and including grade 2. Outcomes and Results: MA deficits were observed in the group with literacy difficulties at all time points. PA was only found to make a significant contribution to MA development at the early stages of formal reading instruction. While first-grade decoding skills were found to contribute significantly to MA in second grade. Conclusions:Evidence supporting a bidirectional relation was found and supports the need for adequate MA intervention and explicit instruction for "at risk" children in the early stages of literacy instruction.

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“…A growing body of research suggests that morphological awareness is related to reading comprehension as well as the subskills that underlie reading (e.g., Carlisle, 2000;Carlisle & Stone, 2003;Fowler & Liberman, 1995;Hogan et al, 2011;Kuo & Anderson, 2006;Tong, Deacon, Kirby, Cain, & Parrila, 2011). Mahony, Singson, and Mann (2000), for instance, found independent contributions of morphological awareness to decoding in elementary school children.…”

Section: Subtest 3: Morphological Awarenessmentioning

confidence: 99%

Sara Reading Components Tests, Rise Form: Test Design and Technical Adequacy

Sabatini

Bruce

Steinberg

2013

ETS Research Report Series

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Since its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS Research Report series, undergo a formal peer-review process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. Peer review notwithstanding, the positions expressed in the ETS Research Report series and other published accounts of ETS research are those of the authors and not necessarily those of the Officers

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Morphological Awareness and Learning to Read: A Cross-Language Perspective

Cited by 614 publications

References 79 publications

Children’s morphological awareness and reading ability

Children’s morphological awareness and reading ability

Early development and predictors of morphological awareness: Disentangling the impact of decoding skills and phonological awareness

Sara Reading Components Tests, Rise Form: Test Design and Technical Adequacy

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