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.

Morphological awareness and word-level reading in early and middle elementary school years

2019 ◽  
Vol 40 (4) ◽  
pp. 1051-1071
Author(s):  
Erin K. Robertson ◽  
S. Hélène Deacon
Keyword(s):  
Elementary School ◽  
Short Term Memory ◽  
Word Reading ◽  
Morphological Awareness ◽  
Control Measures ◽  
Past Tense ◽  
Real Word ◽  
Word Level ◽  
Pseudoword Reading ◽  
Novel Words

AbstractWe examined whether morphological awareness made a significant contribution to word-level reading across Grades 1 to 4. We test these relations specifically in a task measuring awareness of past-tense forms. A total of 375 children from Grades 1 to 4 completed tasks assessing past-tense morphological awareness along with real word and pseudoword reading. Children also completed control measures assessing phonological awareness, phonological short-term memory, sentence-level language skills, and nonverbal cognitive ability. After these controls, past-tense morphological awareness was a significant predictor of real word reading in Grades 1 and 2, but not in Grades 3 and 4. Further, following on all controls, past-tense morphological awareness was a consistent predictor of pseudoword reading across Grades 1 to 4. Morphological awareness, at least as measured with past-tense verbs, appears to have a role in word reading across the early to middle elementary school grades; for young readers, there are relations to reading of both known and novel words, and for older readers, relations are significant specifically in reading novel words. These findings are discussed within the context of theories of word reading development.

Morphological awareness: Construct and predictive validity in Arabic

2017 ◽  
Vol 38 (5) ◽  
pp. 1019-1043 ◽  
Author(s):  
SANA TIBI ◽  
JOHN R. KIRBY
Keyword(s):  
Construct Validity ◽  
Predictive Validity ◽  
Word Reading ◽  
Morphological Awareness ◽  
Hierarchical Regression ◽  
Future Research ◽  
Research Assessment ◽  
Local Dialect ◽  
Pseudoword Reading ◽  
And Gender

ABSTRACTThe purposes of this study were to examine the dimensions underlying morphological awareness (MA) in Arabic (construct validity) and to determine how well MA predicted reading (predictive validity). Ten MA tasks varying in key dimensions (oral vs. written, single word vs. sentence contexts, and standard vs. local dialect) and two reading tasks (real word and pseudoword reading) were administered to 102 Arabic-speaking Grade 3 children in Abu-Dhabi. Factor analysis of the MA tasks yielded one predominant factor, supporting the construct validity of MA in Arabic. Closer inspection revealed that this factor had two subcomponents, oral and written. Hierarchical regression analyses, controlling for age and gender, indicated that both the one- and the two-factor solutions accounted for 48% of the variance in word reading, and 40% of the variance in pseudoword reading, supporting the predictive validity of MA. Implications for future research, assessment, and instruction are discussed.

Rapid Naming, Phonological Awareness, and Reading: A Meta-Analysis of the Correlation Evidence

2003 ◽  
Vol 73 (4) ◽  
pp. 407-440 ◽  
Author(s):  
H. Lee Swanson ◽  
Guy Trainin ◽  
Denise M. Necoechea ◽  
Donald D. Hammill
Keyword(s):  
Phonological Awareness ◽  
Word Reading ◽  
Meta Analysis ◽  
Age Groups ◽  
Reading Performance ◽  
Rapid Naming ◽  
Real Word ◽  
Pseudoword Reading ◽  
Size Restriction ◽  
Moderate Range

This study provides a meta-analysis of the correlational literature on measures of phonological awareness, rapid naming, reading, and related abilities. Correlations (N = 2,257) were corrected for sample size, restriction in range, and attenuation from 49 independent samples. Correlations between phonological awareness (PA) and rapid naming (RAN) were low (.38) and loaded on different factors. PA and RAN were moderately correlated with real-word reading (.48 and .46, respectively). Other findings were that (a) real-word reading was correlated best (r values were .60 to .80) with spelling and pseudoword reading, but correlations with RAN, PA, vocabulary, orthography, IQ, and memory measures were in the low-to-moderate range (.37 to .43); and (b) correlations between reading and RAN/PA varied minimally across age groups but were weaker in poor readers than in skilled readers. The results suggested that the importance of RAN and PA measures in accounting for reading performance has been overstated.

Initial Mental Graphemic Representation Acquisition and Later Literacy Achievement in Children With Language Impairment

2011 ◽  
Vol 44 (6) ◽  
pp. 543-555 ◽  
Author(s):  
Julie A. Wolter ◽  
Trisha Self ◽  
Kenn Apel
Keyword(s):  
Early Literacy ◽  
Language Impairment ◽  
Word Reading ◽  
Fourth Grade ◽  
Literacy Skills ◽  
Kindergarten Children ◽  
Literacy Achievement ◽  
Real Word ◽  
Longitudinal Extension ◽  
Reading And Spelling

The purpose of this study was to examine the relation between the ability to quickly acquire initial mental graphemic representations (MGRs) in kindergarten and fourth grade literacy skills in children with typical language (TL) and children with language impairment (LI). The study is a longitudinal extension of a study conducted by Wolter and Apel in which kindergarten children with LI and TL were administered early literacy measures as well as a novel written pseudoword task of MGR learning (spelling and identification of target pseudowords). In the current study (4 years later), the authors administered reading and spelling measures to 37 of the original 45 children (18 children with LI, 19 children with TL). The children with LI performed significantly lower than their peers with TL on all fourth grade literacy measures. For both groups, kindergarten initial MGR acquisition ability significantly related to fourth grade real-word reading and spelling. For the children with LI, kindergarten initial MGR acquisition ability also related to fourth grade pseudoword decoding and reading comprehension. Collectively, the findings suggest that initial MGR learning in kindergarten is an essential skill that may uniquely relate to later literacy abilities.

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.

Morphological awareness and vocabulary acquisition: A longitudinal examination of their relationship in English-speaking children

2013 ◽  
Vol 36 (2) ◽  
pp. 299-321 ◽  
Author(s):  
ERIN SPARKS ◽  
S. HÉLÈNE DEACON
Keyword(s):  
Longitudinal Study ◽  
Temporal Relationship ◽  
Word Reading ◽  
Morphological Awareness ◽  
Regression Analyses ◽  
Pseudoword Reading ◽  
English Speaking ◽  
The Relationship ◽  
Nonverbal Reasoning ◽  
Longitudinal Examination

ABSTRACTAlthough a relationship between morphological awareness and vocabulary has been widely observed, questions remain about the direction of that relationship. This longitudinal study explores the temporal relationship between morphological awareness and vocabulary among monolingual English-speaking children. Participants were 100 children tested in Grades 2 and 3. We evaluated morphological awareness and vocabulary in both grades, along with phonological awareness, word reading, pseudoword reading, and nonverbal reasoning. Cross-lagged regression analyses with autoregressive controls assessed the temporal relationship between morphological awareness and vocabulary; morphological awareness at Grade 2 predicted change in vocabulary between Grades 2 and 3, but vocabulary did not predict change in morphological awareness. The results add to our understanding of the relationship between these two developing skills.

Polysyllable Speech Accuracy and Predictors of Later Literacy Development in Preschool Children With Speech Sound Disorders

2017 ◽  
Vol 60 (7) ◽  
pp. 1877-1890 ◽  
Author(s):  
Sarah Masso ◽  
Elise Baker ◽  
Sharynne McLeod ◽  
Cen Wang
Keyword(s):  
At Risk ◽  
Preschool Children ◽  
Phonological Processing ◽  
Literacy Development ◽  
Digit Span ◽  
Speech Sound ◽  
Poor Performance ◽  
Receptive Vocabulary ◽  
Speech Sound Disorders ◽  
Print Knowledge

Purpose The aim of this study was to determine if polysyllable accuracy in preschoolers with speech sound disorders (SSD) was related to known predictors of later literacy development: phonological processing, receptive vocabulary, and print knowledge. Polysyllables—words of three or more syllables—are important to consider because unlike monosyllables, polysyllables have been associated with phonological processing and literacy difficulties in school-aged children. They therefore have the potential to help identify preschoolers most at risk of future literacy difficulties. Method Participants were 93 preschool children with SSD from the Sound Start Study. Participants completed the Polysyllable Preschool Test (Baker, 2013) as well as phonological processing, receptive vocabulary, and print knowledge tasks. Results Cluster analysis was completed, and 2 clusters were identified: low polysyllable accuracy and moderate polysyllable accuracy. The clusters were significantly different based on 2 measures of phonological awareness and measures of receptive vocabulary, rapid naming, and digit span. The clusters were not significantly different on sound matching accuracy or letter, sound, or print concept knowledge. Conclusions The participants' poor performance on print knowledge tasks suggested that as a group, they were at risk of literacy difficulties but that there was a cluster of participants at greater risk—those with both low polysyllable accuracy and poor phonological processing.

A Comprehensive Treatment Approach to Address Speech Production and Literacy Skills in School-Age Children with Speech Sound Disorders

2021 ◽  
Vol 42 (02) ◽  
pp. 136-146
Author(s):  
Chenell Loudermill ◽  
Tamar Greenwell ◽  
Françoise Brosseau-Lapré
Keyword(s):  
Service Delivery ◽  
Speech Production ◽  
Speech Sound ◽  
Literacy Skills ◽  
School Age Children ◽  
Comprehensive Treatment ◽  
School Age ◽  
Speech Sound Disorders ◽  
School Based ◽  
Production Accuracy

AbstractChildren with speech sound disorders (SSDs) represent a large proportion of clients served by school-based speech-language pathologists (SLPs). While considerable evidence is available regarding the identification of SSD in school-age children, there is a paucity of information regarding service delivery aspects of school-based speech therapy, such as frequency of sessions, number of trials, distribution of sessions over time, and format (individual or group intervention) that impacts the ability of SLPs to effectively treat SSD in the schools. School-age children with SSD are at risk for later literacy deficits, and strategically addressing their language and emerging literacy needs in addition to speech production accuracy may lead to increased intelligibility and better educational outcomes. In this article, we discuss the heterogeneity of school-age children with SSD with regard to weaknesses in phonological processing skills and language skills. We summarize the information currently available regarding the aspects of service delivery that contribute to gains in speech production accuracy. We conclude by sharing an example of how school-based SLPs could target speech production, phonological awareness, and morphological awareness in the same session with a child with SSD to maximize gains in speech and literacy skills.

scholarly journals Clarifying the Relationship Between Early Speech-Sound Production Abilities and Subsequent Reading Outcomes

2021 ◽  
Author(s):  
Marjolein Mues ◽  
Jennifer Zuk ◽  
Elizabeth Norton ◽  
John Gabrieli ◽  
Tiffany P. Hogan ◽  
...  
Keyword(s):  
Oral Language ◽  
Sound Production ◽  
Word Reading ◽  
Speech Sound ◽  
Reading Difficulties ◽  
Literacy Skills ◽  
Reading Outcomes ◽  
Speech Accuracy ◽  
The Relationship ◽  
Production Accuracy

Purpose: Learning to read is a complex, multi-faceted process that relies on several speech and language-related subskills. Individual differences in word reading outcomes are indicated among children with inaccurate speech-sound productions, with inconsistent reports as to whether phonological deficits and/or weaknesses in oral language explain subsequent reading difficulties. Thus, it remains unclear how variability in speech production accuracy in early childhood may impact reading development. Therefore, the present longitudinal study seeks to clarify the relationship between speech-sound production accuracy in kindergarten and subsequent reading outcomes with a focus on additional potential mediating factors.Method: Speech accuracy, core pre-literacy skills (phonological awareness, rapid naming, letter-name knowledge) and additional potential mediators (oral language, nonverbal cognitive abilities, and socioeconomic status (SES) were characterized at the start of formal reading instruction. Word reading, decoding, reading fluency and comprehension were assessed at the end of second grade. Mediation analyses were conducted to examine factors that mediate the relationship between speech accuracy in kindergarten and subsequent reading outcomes.Results: Speech-sound production accuracy uniquely contributed to the prediction of word reading; whereas full mediation effects of core pre-literacy skills and SES were identified for decoding and fluency. For reading comprehension, full effects of pre-literacy and vocabulary skills were observed. Hierarchical regression models further revealed the relative contributions of each factor to respective reading outcomes.Conclusions: Findings carry implications for the importance of monitoring emergent literacy abilities among children with speech delays and assessing speech-sound production accuracy in multifactorial approaches to early identification of risk for reading difficulties.

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