The role of morphological awareness in explaining reading-writing difficulties /El papel de la conciencia morfológica en la explicación de las dificultades de aprendizaje de la lectoescritura

Abstract

This paper examines the role played by morphological awareness in explaining difficulties in reading and writing words with arbitrary spelling in a group of students who have reading-writing difficulties. Specifically, the relationship between morphological, morphosyntactic and phonological awareness and reading errors and success in arbitrary spelling is studied. This paper also describes to what extent the morphological and morphosyntactic awareness of students with reading difficulties explains errors in reading and in the correct spelling of words with arbitrary spelling. The results indicate that morphological, morphosyntactic and phonological awareness are related to learning reading and arbitrary spelling in Spanish. However, morphosyntactic awareness is more important in explaining serious reading errors and success in writing with arbitrary spelling among students with reading-writing difficulties.

Role of Morphological and Metalinguistic Awareness on Reading among Turkish EFL Learners

“…In a longitudinal report examining the impacts of morphological awareness on five reading instruments, Kirby et al (2012) demonstrate that morphological awareness plays an important role in reading and reading comprehension. This thought has additionally been confirmed in Spanish by Medina-Cárdenas and Rueda (2018) and in Chinese (e.g., Li, Anderson, Nagy, & Zhang, 2002;Liu & McBride-Chang, 2010;McBride-Chang, Shu, Zhou, Wat, & Wagner, 2003).…”

Importance of prosodic awareness when learning how to read in primary school students (Importancia de la conciencia prosódica en el aprendizaje de la lectura en estudiantes de educación primaria)

“…La mayor parte de los modelos de adquisición de la lectura consideran que el aprendizaje del lenguaje escrito implica el uso de diferentes tipos de información, principalmente de carácter gramatical, semántico, ortográfico y fonológico. En las lenguas alfabéticas, la conciencia fonológica juega un papel destacado, especialmente en las primeras etapas de la adquisición de la lectura y la escritura (González et al, 2017; Rueda & Medina, 2018). La adquisición de la lectura requiere del dominio de la conciencia fonológica al ser uno de los referentes fundamentales tanto para el aprendizaje como para el tratamiento de las dificultades lectoras (Espejo et al, 2015; Gutiérrez, 2018; Gutiérrez & Díez, 2017; Gutiérrez-Fresneda et al, 2017; Hatcher et al, 2004; Jiménez & Ortiz, 1997; Lyon et al, 2003; Melby-Lervåg et al, 2012; Ziegler, 2011).…”

“…Most reading acquisition models posit that learning the written language means using different types of information, primarily grammatical, semantic, orthographic and phonological. In alphabetic languages, phonological awareness plays a prominent role, especially in the early stages of reading and writing acquisition (González et al, 2017; Rueda & Medina, 2018). Reading acquisition requires mastery of phonological awareness, as this is one of the requisites for both learning how to read and treating reading difficulties (Espejo et al, 2015; Gutiérrez, 2018; Gutiérrez & Díez, 2017; Gutiérrez-Fresneda et al, 2017; Hatcher et al, 2004; Jiménez & Ortiz, 1997; Lyon et al, 2003; Melby-Lervåg et al, 2012; Ziegler, 2011).…”

The contribution of morphological instruction to morphological awareness and reading: An integrative experiment on Turkish EFL learners

“…In linguistics, the relationship between morphological awareness and success in reading is one of the best supported hypotheses in today's research area. In this aspect, knowing and understanding what happens when we learn how to read is another important research objective enabling the cognitive processes involved in acquiring this complex competency (Rueda & Medina, 2018).…”