The Role of Morphological Awareness in Learning to Read chinese

2002 ◽  
pp. 59-86 ◽  
Author(s):  
William E. Nagy ◽  
Amy Kuo-Kealoha ◽  
Wu Xinchun ◽  
Li Wenling ◽  
Richard C. Anderson ◽  
...  
Keyword(s):  
Morphological Awareness ◽  
Learning To Read

The Role of Emergent Bilingualism in the Development of Morphological Awareness in Arabic and Hebrew

2016 ◽  
Vol 59 (4) ◽  
pp. 797-809 ◽  
Author(s):  
Mila Schwartz ◽  
Haitham Taha ◽  
Hanan Assad ◽  
Ferdos Khamaisi ◽  
Zohar Eviatar
Keyword(s):  
Morphological Awareness ◽  
Home Language ◽  
Linguistic Features ◽  
Initial Exposure ◽  
Word Structure ◽  
Arabic Speakers ◽  
Semitic Language ◽  
Target Languages ◽  
Linguistic Transfer

Purpose The purpose of the present study was to investigate the role of dual language development and cross-linguistic influence on morphological awareness in young bilinguals' first language (L1) and second language (L2). We examined whether (a) the bilingual children (L1/L2 Arabic and L1/L2 Hebrew) precede their monolingual Hebrew- or Arabic-speaking peers in L1 and L2 morphological awareness, and (b) 1 Semitic language (Arabic) has cross-linguistic influence on another Semitic language (Hebrew) in morphological awareness. Method The study sample comprised 93 six-year-old children. The bilinguals had attended bilingual Hebrew−Arabic kindergartens for 1 academic year and were divided into 2 groups: home language Hebrew (L1) and home language Arabic (L1). These groups were compared to age-matched monolingual Hebrew speakers and monolingual Arabic speakers. We used nonwords similar in structure to familiar words in both target languages, representing 6 inflectional morphological categories. Results L1 Arabic and L1 Hebrew bilinguals performed significantly better than Arabic- and Hebrew-speaking monolinguals in the respective languages. Differences were not found between the bilingual groups. We found evidence of cross-linguistic transfer of morphological awareness from Arabic to Hebrew in 2 categories−bound possessives and dual number−probably because these categories are more salient in Palestinian Spoken Arabic than in Hebrew. Conclusions We conclude that children with even an initial exposure to L2 reveal acceleration of sensitivity to word structure in both of their languages. We suggest that this is due to the fact that two Semitic languages, Arabic and Hebrew, share a common core of linguistic features, together with favorable contextual factors and instructional factors.

scholarly journals Dyslexia: An overview

2011 ◽  
Vol 70 (2) ◽  
Author(s):  
S. O. Wajuihian ◽  
K. S. Naidoo
Keyword(s):  
Developmental Disorder ◽  
Imaging Techniques ◽  
Neural Pathways ◽  
Learning Disorder ◽  
Conventional Instruction ◽  
Management Options ◽  
Learning To Read ◽  
Neuro Imaging ◽  
Sociocultural Background

Dyslexia is a neuro-developmental disorder characterized by difficulties in learning to read despite conventional instruction, adequate intelligence and a balanced sociocultural background.  Dyslexia is the most common type of learning disorder.  Reading difficulties affect a child’s academic achievement.  As primary eye care practitioners, optometrists have a role in attending to patients who may present with symptoms indicative of dyslexia, therefore an understanding of dyslexia will be beneficial to the optometrist.  This paper presents an overview of dyslexia and discusses its prevalence, aetiology, classifications, neural pathways involved in reading, theories, neuro-imaging techniques and management options. The role of optometry in the multidisciplinary management of dyslexia is discussed.  (S Afr Optom 2011 70(2) 89-98)

Promoting morphological awareness in Hebrew-speaking grade-schoolers: An intervention study using linguistic humor

2009 ◽  
Vol 29 (1) ◽  
pp. 81-112 ◽  
Author(s):  
Dorit Ravid ◽  
Vital Geiger
Keyword(s):  
Intervention Program ◽  
Intervention Study ◽  
Intervention Group ◽  
Morphological Awareness ◽  
Literacy Acquisition ◽  
Intervention Programs ◽  
Intervention Period ◽  
Semitic Language ◽  
The Impact

Research indicates that morphological awareness contributes to success in literacy acquisition and consolidation, since morphology links together phonological and semantic facets of language. The role of morphology is especially important in Hebrew, a highly synthetic Semitic language. The current study aimed to investigate the impact of an intervention program on knowledge and awareness of morphology in Hebrew-speaking grade-schoolers. Two three-month intervention programs were conducted in two groups of 4th-grade children: a metalinguistic morphological intervention program using linguistic humor, and a parallel intervention program using nonverbal humor. A morphological awareness test was administered to the two groups prior to and following the intervention period. The results demonstrate consistent advantages to the morphological intervention group, including tasks related both directly and indirectly to content taught.

On the nature of morphological awareness in Japanese–English bilingual children: A cross-linguistic perspective

2012 ◽  
Vol 16 (1) ◽  
pp. 49-67 ◽  
Author(s):  
YUKO HAYASHI ◽  
VICTORIA A. MURPHY
Keyword(s):  
English Learners ◽  
Morphological Awareness ◽  
Vocabulary Knowledge ◽  
Bilingual Children ◽  
Morphological Development ◽  
Morphological Knowledge ◽  
Japanese Learners ◽  
Reciprocal Transfer ◽  
Japanese English

While morphological awareness has received much attention to date, little is understood about how morphological awareness develops within bilingual children learning typologically different languages. Therefore, we investigated children's knowledge of inflections and derivations in Japanese and English, and also asked whether morphological awareness in one language predicted morphological awareness in the other. To that end, 24 Japanese learners of L2 English (ESL) and 21 English learners of Japanese as a heritage language (JHL) were recruited and participated in a range of tasks assessing both vocabulary and morphological knowledge. Cross-linguistic contributions of morphological awareness were identified in both directions (Japanese ↔ English), after controlling for age, IQ, and vocabulary knowledge. This bidirectional transfer was, however, identified only in the ESL group. The group-specific and reciprocal transfer observed is discussed in terms of morphological complexities and relative competence in each language. The potential role of different types of L2 instruction in morphological development is also discussed.

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