The Longitudinal Effect of Morphological Awareness on Higher-order Literacy Skills Among College L2 Learners

2021 ◽  
pp. 101969
Author(s):  
Haomin Zhang
Keyword(s):  
Morphological Awareness ◽  
Higher Order ◽  
Literacy Skills ◽  
L2 Learners

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.

scholarly journals Morphological awareness and literacy skills: a review

2020 ◽  
Vol 14 (3) ◽  
pp. 250
Author(s):  
Kalliopi Chliounaki
Keyword(s):  
Morphological Awareness ◽  
Literacy Skills

THE ABSTRACT IS AVAILABLE IN THE PDF

scholarly journals Morphological Intervention in Promoting Higher-Order Reading Abilities among College-Level Second Language Learners

2020 ◽  
Vol 12 (4) ◽  
pp. 1465
Author(s):  
Haomin Zhang ◽  
Weicheng Zou
Keyword(s):  
Second Language ◽  
Contextual Information ◽  
Word Meaning ◽  
Morphological Awareness ◽  
Higher Order ◽  
Learning Ability ◽  
College Level ◽  
Short Period ◽  
Morphological Instruction ◽  
Efl Students

Reading success in a second language (L2) is vital to sustainable language and academic development because reading serves as a tool to absorb and learn new knowledge. Particularly in the context of college English as a foreign language (EFL), students constantly face the challenge to read English material to develop content knowledge. The current study investigated the effect of explicit morphological instruction on L2 students’ higher-order inferencing and comprehension abilities. Sixty-two Chinese collegiate EFL students who were taking an intensive reading course (31 in the treatment class and 31 in the control class) participated in this study. The morphological intervention in the treatment class focused on identifying, decomposing, analyzing, associating, applying word parts in context. The control class received no explicit instruction in morphological awareness. After one semester of instruction, a series of morphology, inferencing and comprehension measures were administered to the participating students. The results showed that the didactic intervention of morphological awareness contributed to morphological knowledge and word-meaning inferencing ability, whereas there was no significant relationship between morphological intervention and text-based inference and comprehension abilities. The findings suggest that the intervention has a direct impact on word learning ability; however, higher-order processing skills may not directly benefit from it in a short period of time. Given that reading comprehension requires fine-tuned understandings of both local meanings and global contextual information, morphological awareness may not have an immediate effect on comprehension. Applied implications are also discussed in relation to effective morphological instruction and reading development in L2 contexts.

Early contribution of morphological awareness to literacy skills across languages varying in orthographic consistency

2017 ◽  
Vol 31 (8) ◽  
pp. 1695-1719 ◽  
Author(s):  
Alain Desrochers ◽  
George Manolitsis ◽  
Patrick Gaudreau ◽  
George Georgiou
Keyword(s):  
Morphological Awareness ◽  
Literacy Skills ◽  
Early Contribution ◽  
Orthographic Consistency

scholarly journals Literature Circles Online: Practical Strategies for Creating a Reading Culture using Technology

2021 ◽  
pp. 293-301
Author(s):  
Barbara Combes
Keyword(s):  
Learning Styles ◽  
Holistic Approach ◽  
Literature Circles ◽  
Higher Order ◽  
Literacy Skills ◽  
Independent Learning ◽  
Literacy Outcomes ◽  
On Line ◽  
Reading Culture ◽  
Line Module

Providing opportunities and learning environments on-line where students are actively engaged and feel in control of their own learning experiences, encourages lifelong learning skills development such as independence, problem-solving and higher order thinking. Discrete on-line environments can also use the functionality of the technology to facilitate different learning styles and provide a 'safe' environment where students can explore and experiment before presenting their ideas to a larger audience. This paper considers current research and the importance of the fiction collection in the development of literacy outcomes for all students. It also examines an interactive on-line module that: incorporates the concept of literature or reading circles to promote reading; the development of higher order literacy skills and encourages the development of a reading culture. The on-line module was developed using a model that utilizes an holistic approach to learning to create a seamless learning environment where students work within a structured framework that is designed to foster independent learning and teamwork.

scholarly journals Morphological Awareness Test for Reading and Spelling (MATRS): Technical Report

2021 ◽  
Author(s):  
Kenn Apel ◽  
Yaacov Petscher ◽  
Victoria S. Henbest
Keyword(s):  
Elementary School ◽  
Assessment Tool ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Sustained Growth ◽  
Technical Manual ◽  
Technical Report ◽  
Reading And Spelling

We created a comprehensive, reliable, and valid morphological awareness assessment tool for students in grades 1-6: the MATRS (Morphological Awareness Test for Reading and Spelling). We targeted these grades for our project because research has demonstrated significant and sustained growth in morphological awareness across these school years (e.g., Berninger, Abbott, Nagy, & Carlisle 2010) and that morphological awareness interventions in these elementary school years lead to gains in morphological awareness and literacy skills in relatively short amounts of time (e.g., Apel, Brimo, Diehm, & Apel, 2013; Bower, Kirby, & Deacon, 2010; Goodwyn & Ahn, 2013). This technical manual details the results of the project.

scholarly journals In-Game Social Interactions to Facilitate ESL Students' Morphological Awareness, Language and Literacy Skills

2021 ◽  
Vol 5 (CHI PLAY) ◽  
pp. 1-25
Author(s):  
Yolanda A. Rankin ◽  
Sana Tibi ◽  
Casey Kennington ◽  
Na-eun Han
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Social Interactions ◽  
Game Design ◽  
Word Reading ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Willingness To Communicate ◽  
Esl Students ◽  
Pedagogical Tools

Video games that require players to utilize a target or second language to complete tasks have emerged as alternative pedagogical tools for Second Language Acquisition (SLA). With the exception of vocabulary acquisition, much of the prior research in game-based SLA fails to gauge students' literacy skills, specifically their morphological awareness or understanding of the smallest meaningful linguistic units (e.g., prefixes, suffixes, and roots). Given this shortcoming, we utilize a two-player online game to facilitate social interactions between Native English Speakers (NES) and English as a Second Language (ESL) students as a mechanism to generate ESL students' written output in the targeted language and draw attention to their morphological awareness. Analysis of chat logs demonstrates the game's potential to enhance ESL students' morphological awareness and other important L2 literacy skills such as word reading accuracy. Both NES and ESL students' reflections of their gameplay experiences suggest game design modifications that promote ESL students' willingness to communicate with NES while developing their morphological awareness and practicing their L2 communication and literacy skills.

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