The contribution of morphological awareness to the spelling of morphemes and morphologically complex words in French

2015 ◽  
Vol 29 (2) ◽  
pp. 207-228 ◽  
Author(s):  
Anila Fejzo
Keyword(s):  
Morphological Awareness ◽  
Complex Words

Development of morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners: A parallel process latent growth curve model

2011 ◽  
Vol 33 (1) ◽  
pp. 23-54 ◽  
Author(s):  
MICHAEL J. KIEFFER ◽  
NONIE K. LESAUX
Keyword(s):  
Rapid Growth ◽  
Morphological Awareness ◽  
Strong Relationship ◽  
Language Minority ◽  
Vocabulary Knowledge ◽  
Latent Growth ◽  
Spanish Speaking ◽  
Vocabulary Growth ◽  
Concurrent Development ◽  
Complex Words

ABSTRACTDespite acknowledgement of the limited English vocabularies demonstrated by many language minority (LM) learners, few studies have identified skills that relate to variation in vocabulary growth in this population. This study investigated the concurrent development of morphological awareness (i.e., students’ understanding of complex words as combinations of meaningful smaller units) and vocabulary for LM learners in early adolescence. A cohort of Spanish-speaking LM learners (n = 90) was followed from fourth through seventh grade and assessed annually. Latent growth modeling results indicated a strong relationship between rates of growth in the two skills, such that learners with rapid growth in derivational morphological awareness also demonstrated rapid growth in vocabulary. Despite positive vocabulary growth during this period, the learners remained far below national norms. Findings highlight the need for language-focused instructional intervention for this population and suggest that morphological awareness may be a promising point of leverage for such instruction.

scholarly journals An investigation of morphological awareness and processing in adults with low literacy

2013 ◽  
Vol 36 (2) ◽  
pp. 245-273 ◽  
Author(s):  
ELIZABETH L. TIGHE ◽  
KATHERINE S. BINDER
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Basic Education ◽  
Word Reading ◽  
Response Times ◽  
Morphological Awareness ◽  
Naming Task ◽  
Low Literacy ◽  
Unique Predictor ◽  
Complex Words

ABSTRACTMorphological awareness, which is an understanding of how words can be broken down into smaller units of meaning such as roots, prefixes, and suffixes, has emerged as an important contributor to word reading and comprehension skills. The first aim of the current study was to investigate the contribution of morphological awareness independent of phonological awareness and decoding to the reading comprehension abilities of adults with low literacy. Results indicated that morphological awareness was a significant unique predictor of reading comprehension. A second aim of the study was to investigate the processing of morphologically complex words of adults with low literacy in both an oral reading passage and a single-word naming task. Adults’ accuracy and response times were measured on different types of morphologically complex words and compared with control words matched on frequency in both the passage and the naming tasks. Results revealed that adults were vulnerable to morphological complexity: they performed more accurately and faster on matched control words versus morphologically complex word types. The educational implications for Adult Basic Education programs are discussed.

The development of vocabulary and morphological awareness: A longitudinal study with college EFL students

2019 ◽  
Vol 40 (4) ◽  
pp. 877-903 ◽  
Author(s):  
Yih-Lin Belinda Jiang ◽  
Li-Jen Kuo
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Morphological Awareness ◽  
Parts Of Speech ◽  
Skilled Readers ◽  
Proficiency Levels ◽  
Foreign Language Learners ◽  
Complex Words ◽  
Academic Year

AbstractWhile the relationship between vocabulary, morphological awareness, and reading comprehension has been examined extensively, research on this relationship among adult second language learners has only been explored recently. The present study addresses this gap by examining how adult English as a foreign language learners developed different types of English vocabulary and morphological awareness over the course of one academic year. Participants included 523 college freshmen in Taiwan with varying reading proficiency levels. Results from a series of mixed-measure analyses of variance revealed that (a) even the more proficient college English as a foreign language learners failed to fully grasp morphological principles; (b) the gap in vocabulary between the less skilled readers, the average, and the skilled readers widened significantly over the course of one academic year; (c) the effect of phonological and orthographic changes involved in morphologically complex words differed for the assessment of base meaning, but did not vary across proficiency levels; (d) progress in different aspects of morphological awareness, such as interpreting the meaning of the suffix or identifying the base of a morphologically complex word, varied significantly among readers of different proficiency levels; and (e) suffixes of different parts of speech posed different challenges to learners. Theoretical and pedagogical implications of the findings are discussed.

scholarly journals Children’s Vowel Spelling in Derived Words: Item-, Word- and Child-Level Predictors

2019 ◽  
Author(s):  
Lesly Wade-Woolley ◽  
Laura M. Steacy
Keyword(s):  
Phonemic Awareness ◽  
Morphological Awareness ◽  
Base Word ◽  
Spelling Performance ◽  
Item Level ◽  
Prosodic Phonology ◽  
Complex Words ◽  
Syllable Stress

In spelling English words, vowels pose perhaps the greatest difficulty, especially thereduced vowels typically found in unstressed syllables. In morphologically complex words, however, the identity of reduced vowels can often be recovered by considering morphologically-related words. In this brief report, we used item-level analyses to explore predictors of 110 4th and 5th graders’ vowel spelling in derived words (the a and o in majority) as a function of spelling performance on those same vowels in morphologically-related base words (the a and o in major). Variance was partitioned between child and vowel predictors. Significant child predictors were phonemic awareness, prosodic awareness, morphological awareness, and priming by the base word. The significant vowel predictor was syllable stress. Significant interactions were observed between syllable stress and prosodic awareness, and between syllable stress and phonemic awareness. We discuss insights for spelling and reading to be gleaned from linking morphology and prosodic phonology.

scholarly journals Morphological Awareness and Word Complexity in an EFL Context

2021 ◽  
Vol 2 (4) ◽  
pp. 27-46
Author(s):  
Ahmed Zrig
Keyword(s):  
Secondary School ◽  
Teaching Practices ◽  
Morphological Awareness ◽  
Vocabulary Test ◽  
Vocabulary Size ◽  
Test Items ◽  
Efl Context ◽  
Versus Complex ◽  
Complex Words ◽  
The Relationship

This study examined the relationship between morphological awareness and word complexity (simple versus complex words) in an EFL context. The participants in this study were 100 fourth-year secondary school Arts students in Tunisia. Students’ morphological awareness was measured by the Morphological Awareness Test. Vocabulary size was tested using an adapted version of Nation’s (2001) Vocabulary Levels Test as a receptive measure of vocabulary size. Half of the vocabulary test items were made complex to check the participants’ performance on simple and complex words. The informants’ scores were high on the overall morphological awareness task, and the best performance was on inflectional morphemes. This could be very useful for teachers to build on, improve, and construct better future teaching practices. Finally, morphological awareness differentiated between students’ performance on simple versus complex words. 

On the relationship between morphological and phonological awareness: Effects of training in kindergarten and in first-grade reading

2009 ◽  
Vol 29 (1) ◽  
pp. 113-142 ◽  
Author(s):  
Séverine Casalis ◽  
Pascale Colé
Keyword(s):  
Phonological Awareness ◽  
Morphological Awareness ◽  
First Grade ◽  
Control Group ◽  
Awareness Training ◽  
Post Test ◽  
Complex Words ◽  
Morphological Awareness Training ◽  
Phonological Awareness Training ◽  
The Relationship

This study examined the relationship between phonological and morphological awareness in kindergarten, and their respective influence on learning to read in first grade, through an experimental training design with three groups of children. One experimental group received phonological awareness training while the other received morphological awareness training. The control group did not receive any training. Both training sessions were efficient since the largest pre- and post-test improvements were observed in the trained domains. Reciprocal influence analysis indicated that morphological awareness improved phonological sensitivity, but not the explicit manipulation of phonemes. In addition, phonological awareness training helped children to segment morphemes, but not to derive complex words. Thus, while some processes are shared by both metalinguistic domains, each domain appears to have its own specificity and may develop independently, at least partly. Even though morphological awareness training was found to be efficient at the kindergarten level, no clear impact on reading was found at the first-grade level, while phonological training displayed a clear positive effect on reading.

Morphological Awareness Skills of Second- and Third-Grade Students With and Without Speech Sound Disorders

2020 ◽  
Vol 51 (3) ◽  
pp. 603-616
Author(s):  
Kenn Apel ◽  
Victoria S. Henbest
Keyword(s):  
Word Reading ◽  
Speech Sound ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Receptive Vocabulary ◽  
Real Word ◽  
Speech Sound Disorders ◽  
Word Level ◽  
Third Grade Students ◽  
Pseudoword Reading

Purpose Morphological awareness is the ability to consciously manipulate the smallest units of meaning in language. Morphological awareness contributes to success with literacy skills for children with typical language and those with language impairment. However, little research has focused on the morphological awareness skills of children with speech sound disorders (SSD), who may be at risk for literacy impairments. No researcher has examined the morphological awareness skills of children with SSD and compared their skills to children with typical speech using tasks representing a comprehensive definition of morphological awareness, which was the main purpose of this study. Method Thirty second- and third-grade students with SSD and 30 with typical speech skills, matched on age and receptive vocabulary, completed four morphological awareness tasks and measures of receptive vocabulary, real-word reading, pseudoword reading, and word-level spelling. Results Results indicated there was no difference between the morphological awareness skills of students with and without SSD. Although morphological awareness was moderately to strongly related to the students' literacy skills, performance on the morphological awareness tasks contributed little to no additional variance to the children's real-word reading and spelling skills beyond what was accounted for by pseudoword reading. Conclusions Findings suggest that early elementary-age students with SSD may not present with concomitant morphological awareness difficulties and that the morphological awareness skills of these students may not play a unique role in their word-level literacy skills. Limitations and suggestions for future research on the morphological awareness skills of children with SSD are discussed.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Overheard: Know Your Morphemes

ASHA Leader ◽  
2013 ◽  
Vol 18 (7) ◽  
pp. 16-17
Author(s):  
Julie Wolter
Keyword(s):  
Language Development ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Early Language ◽  
Online Chat ◽  
Early Language Development

Julie Wolter, an expert in early language development, recently led an online chat about the contribution of morphological awareness to semantic understanding and literacy development. Here's what the Leader overheard ...

Using Multilinguistic Strategies to Improve Decoding in Older School-Age Students in a Contextualized and Motivational Approach

2017 ◽  
Vol 2 (1) ◽  
pp. 105-112 ◽  
Author(s):  
Ginger Collins ◽  
Julie A. Wolter
Keyword(s):  
Struggling Readers ◽  
Morphological Awareness ◽  
Reading Acquisition ◽  
Fourth Grade ◽  
School Age ◽  
Academic Vocabulary ◽  
Motivation To Read ◽  
Elementary Years

The multilinguistic skills of phonological, orthographic, and morphological awareness codevelop and appear to all be important for reading acquisition in the elementary years. By fourth grade, the academic vocabulary words to which students are exposed become more content-specific and frequently contain multiple morphological units. Struggling readers often lack motivation to read. The purpose of this article is to (a) review the evidence basis for providing multilinguistic instruction, and (b) provide a model for teaching multilinguistic strategies by using Latin and Greek roots within the context of creating superhero comics to promote decoding in an engaging manner.

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