Relative effectiveness of phonological and morphological awareness training on L2 word reading in EFL children

System ◽  
2016 ◽  
Vol 60 ◽  
pp. 93-104 ◽  
Author(s):  
Yi-syuan Li ◽  
Shu-hui Chen
Keyword(s):  
Word Reading ◽  
Relative Effectiveness ◽  
Morphological Awareness ◽  
Awareness Training ◽  
Morphological Awareness Training

scholarly journals Efectos de la intervención en conciencia morfológica sobre la lectura, escritura y comprensión: Meta-análisis

2015 ◽  
Vol 32 (1) ◽  
pp. 60 ◽  
Author(s):  
Mercedes I. Rueda-Sánchez ◽  
Patricia López-Bastida
Keyword(s):  
Effect Size ◽  
Selection Criteria ◽  
Meta Analysis ◽  
Reading Difficulties ◽  
Morphological Awareness ◽  
Awareness Training ◽  
Moderating Variables ◽  
Reading Vocabulary ◽  
Morphological Awareness Training ◽  
The Impact

The aim is to check, through a meta-analysis, the impact of morphological awareness training on writing, reading, comprehension and vocabulary of grade schooler. 31 studies were included in the meta-analysis; they were obtained from 19 articles that meet the selection criteria. Morphological awareness instruction has a high-medium and significant effect size in studied variables of literacy. On writing, <em>g</em>=0.491, <em>SE</em>=0.078, <em>IQ</em>=0339-0643, <em>p</em>=.000, reading, <em>g</em>=0.473, <em>SE</em>=0.096, <em>IQ</em>=0284-0662, <em>p</em>=.000, comprehension, <em>g</em>=0.468, <em>SE</em>=0.123, <em>IQ</em>=0227-0708, <em>p</em>= .000 and finally vocabulary, <em>g</em>=0.501, <em>SE</em>=0.152, <em>IQ</em>=0203-0798, <em>p</em>= .001. The test of Heterogeneity <em>Q</em> is only significant on writing so other moderating variables were explored but no differences between groups were found. It shows morphological awareness training improves reading, vocabulary and comprehension of grade schooler with and without reading difficulties. Nevertheless, the results on writing are more heterogeneous.

Effects of Morphological Awareness Training on Reading Accuracy in Children with Dyslexia and its Transfer Effect on Phonological Awareness

2021 ◽  
Author(s):  
Pr Smail Layes ◽  
Dr Amel Kaddouri ◽  
Pr Robert Lalonde ◽  
Pr Mohamed Rebai
Keyword(s):  
Phonological Awareness ◽  
Training Program ◽  
Word Reading ◽  
Morphological Awareness ◽  
Control Group ◽  
Grade 3 ◽  
Arabic Speaking ◽  
Morphological Awareness Training ◽  
The Relationship ◽  
Experimental Group

Abstract We examined the effects of a morphological awareness (MA) training program on the enhancement of word and pseudo-word reading and phonological awareness in Arabic-speaking children with dyslexia. We compared two groups of children with dyslexia from Grade 3, an experimental group (n = 12; mean age = 112.4 months) with a control group (n = 13; mean age = 111.61 months). The training program focused on morphological analysis, derivational morphology and inflexional morphology. Results revealed that the experimental group outperformed controls on all post-training measures for MA, reading words and pseudo-words as well as phonological awareness. Also, the post-training measures were better achieved in the experimental group than pre-training ones, which confirm the efficacy of the morphological training program. We discuss these findings in light of the relationship between morphological awareness and word reading and phonological awareness, and the Arabic orthographic features as a morphological based language.

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.

scholarly journals Behavioral and neurophysiological effects of morphological awareness training on spelling and reading

2009 ◽  
Vol 23 (6) ◽  
pp. 645-671 ◽  
Author(s):  
Silvana Weiss ◽  
Roland H. Grabner ◽  
Reinhard Kargl ◽  
Christian Purgstaller ◽  
Andreas Fink
Keyword(s):  
Morphological Awareness ◽  
Awareness Training ◽  
Morphological Awareness Training

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.

Cross-script transfer of word reading fluency in a mixed writing system: Evidence from a longitudinal study in Japanese

2018 ◽  
Vol 40 (2) ◽  
pp. 235-251 ◽  
Author(s):  
TOMOHIRO INOUE ◽  
GEORGE K. GEORGIOU ◽  
HIROFUMI IMANAKA ◽  
TAKAKO OSHIRO ◽  
HIROYUKI KITAMURA ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Phonological Awareness ◽  
Path Analysis ◽  
Reading Fluency ◽  
Cognitive Skills ◽  
Word Reading ◽  
Morphological Awareness ◽  
Rapid Automatized Naming ◽  
Writing System ◽  
The Cross

ABSTRACTWe examined the cross-lagged relations between word reading fluency in the two orthographic systems of Japanese: phonetic (syllabic) Hiragana and morphographic Kanji. One hundred forty-two Japanese-speaking children were assessed on word reading fluency twice in Grade 1 (Times 1 and 2) and twice in Grade 2 (Times 3 and 4). Nonverbal IQ, vocabulary, phonological awareness, morphological awareness, and rapid automatized naming were also assessed in Time 1. Results of path analysis revealed that Time 1 Hiragana fluency predicted Time 2 Kanji fluency after controlling for the cognitive skills. Time 2 Hiragana fluency did not predict Time 3 Kanji fluency or vice versa after the autoregressor was controlled, but Hiragana and Kanji fluency were reciprocally related between Times 3 and 4. These findings provide evidence for a cross-script transfer of word reading fluency across the two contrastive orthographic systems, and the first evidence of fluency in a morphographic script predicting fluency development in a phonetic script within the same language.

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