The Contributions of Phonological and Morphological Awareness to Literacy Skills in the Adult Basic Education Population

Fracasso, Lucille E.; Bangs, Kathryn E; Binder, Katherine S.

doi:10.1177/0022219414538513

Cited by 60 publications

(61 citation statements)

References 60 publications

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“…Although the subsequent ANOVA analyses, carried out separately on each group, indicated a main effect for testing time in both groups, the post hoc comparisons were significant only in the group receiving the morpheme-based training (between T1 and T2 and between T1 and T3). Together, these results confirm the role of morphology in spelling development in the German language, as was recently put forward by Bowers and Bowers (2017) for the case of English (also see Bangs and Binder, 2016; Fracasso et al, 2016). The question arises, however, how participants receiving the morpheme-based training improved in spelling of items they were not exposed to in training.…”

Section: Discussionsupporting

confidence: 87%

The Training of Morphological Decomposition in Word Processing and Its Effects on Literacy Skills

Bar-Kochva

Hasselhorn

2017

Front. Psychol.

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This study set out to examine the effects of a morpheme-based training on reading and spelling in fifth and sixth graders (N = 47), who present poor literacy skills and speak German as a second language. A computerized training, consisting of a visual lexical decision task (comprising 2,880 items, presented in 12 sessions), was designed to encourage fast morphological analysis in word processing. The children were divided between two groups: the one underwent a morpheme-based training, in which word-stems of inflections and derivations were presented for a limited duration, while their pre- and suffixes remained on screen until response. Another group received a control training consisting of the same task, except that the duration of presentation of a non-morphological unit was restricted. In a Word Disruption Task, participants read words under three conditions: morphological separation (with symbols separating between the words’ morphemes), non-morphological separation (with symbols separating between non-morphological units of words), and no-separation (with symbols presented at the beginning and end of each word). The group receiving the morpheme-based program improved more than the control group in terms of word reading fluency in the morphological condition. The former group also presented similar word reading fluency after training in the morphological condition and in the no-separation condition, thereby suggesting that the morpheme-based training contributed to the integration of morphological decomposition into the process of word recognition. At the same time, both groups similarly improved in other measures of word reading fluency. With regard to spelling, the morpheme-based training group showed a larger improvement than the control group in spelling of trained items, and a unique improvement in spelling of untrained items (untrained word-stems integrated into trained pre- and suffixes). The results further suggest some contribution of the morpheme-based training to performance in a standardized spelling task. The morpheme-based training did not, however, show any unique effect on comprehension. These results suggest that the morpheme-based training is effective in enhancing some basic literacy skill in the population examined, i.e., morphological analysis in word processing and the access to orthographic representations in spelling, with no specific effects on reading fluency and comprehension.

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Section: Discussionsupporting

confidence: 87%

The Training of Morphological Decomposition in Word Processing and Its Effects on Literacy Skills

Bar-Kochva

Hasselhorn

2017

Front. Psychol.

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“…In contrast, Braze et al (2007) found that a composite oral vocabulary knowledge variable accounted for an additional 6% of the reading comprehension variance beyond decoding and listening comprehension. The Braze et al (2007) finding supports the growing body of research indicating the importance of vocabulary knowledge (Fracasso et al, in press; Hall et al, 2014; Mellard et al, 2010; Taylor, Greenberg, Laures-Gore, & Wise, 2012; Tighe, 2012) to reading comprehension in ABE students. Some of these studies have found that vocabulary knowledge remained a significant predictor after controlling for other component skills: decoding (Hall et al, 2014; Taylor et al, 2012), fluency (Taylor et al, 2012), and morphological awareness (Fracasso et al, in press; Tighe, 2012).…”

Section: The Simple View Of Readingsupporting

confidence: 71%

“…Thus, we decided to include the four separate studies from Herman et al (2013) that met our inclusion criteria: Binder et al, (2011), Fracasso et al (in press), Tighe and Binder, (2014), and To et al (in press). …”

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confidence: 99%

Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers

Tighe

Schatschneider

2014

J Learn Disabil

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The current study employed a meta-analytic approach to investigate the relative importance of component reading skills to reading comprehension in struggling adult readers. A total of 10 component skills were consistently identified across 16 independent studies and 2,707 participants. Random effects models generated 76 predictor-reading comprehension effect sizes among the 10 constructs. The results indicated that six of the component skills exhibited strong relationships with reading comprehension (average rs ≥ .50): morphological awareness, language comprehension, fluency, oral vocabulary knowledge, real word decoding, and working memory. Three of the component skills yielded moderate relationships with reading comprehension (average rs ≥ .30 and < .50): pseudoword decoding, orthographic knowledge, and phonological awareness. Rapid automatized naming (RAN) was the only component skill that was weakly related to reading comprehension (r = .15). Morphological awareness was a significantly stronger correlate of reading comprehension than phonological awareness and RAN. This study provides the first attempt at a systematic synthesis of the recent research investigating the reading skills of adults with low literacy skills, a historically under-studied population. Directions for future research, the relation of our results to the children’s literature, and the implications for researchers and Adult Basic Education (ABE) programs are discussed.

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“…As readers transition from lower to higher grades during their school years, exposure to words shifts from monosyllabic to multisyllabic words (Hiebert, Martin, & Menon, ; Toste, Williams, & Capin, ). Readers in higher grades begin to use letter–sound units (i.e., syllables, morphemes) to read multisyllabic words rather than depend on individual letter–sound connections (i.e., graphemes, phonemes; Apel & Swank, ; Fracasso, Bangs, & Binder, ).…”

Section: Reading Monosyllabic Versus Multisyllabic Wordsmentioning

confidence: 99%

Syllabic Versus Morphemic Analyses: Teaching Multisyllabic Word Reading to Older Struggling Readers

Bhattacharya¹

2020

J Adolescent & Adult Lit

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The complexities of words in different subject areas increase as students transition from elementary school to middle school. Although most secondary school readers can read monosyllabic words, many other older readers have difficulty with reading multisyllabic words because of their poor phonological and morphological skills. Explicit word‐reading instruction, focused on syllabic and morphemic analyses of multisyllabic words, therefore should be considered for advancing older struggling readers’ word‐reading skills. Results from word‐reading interventions have shown that analyses of syllables and morphemes in multisyllabic words advance older struggling readers’ phonological and morphological skills. Proficiency in recognizing syllables and morphemes in multisyllabic words then promotes older struggling readers’ accurate reading of complex words. Therefore, reading instruction for struggling older readers should focus on using syllable and morpheme analyses for promoting their multisyllabic word reading.

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The Contributions of Phonological and Morphological Awareness to Literacy Skills in the Adult Basic Education Population

Cited by 60 publications

References 60 publications

The Training of Morphological Decomposition in Word Processing and Its Effects on Literacy Skills

The Training of Morphological Decomposition in Word Processing and Its Effects on Literacy Skills

Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers

Syllabic Versus Morphemic Analyses: Teaching Multisyllabic Word Reading to Older Struggling Readers

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