Effects of phonological and morphological awareness on children’s word reading development from two socioeconomic backgrounds

2011 ◽  
Vol 31 (2) ◽  
pp. 139-163 ◽  
Author(s):  
Rachel Schiff ◽  
Einav Lotem
Keyword(s):  
Word Reading ◽  
Reading Development ◽  
Morphological Awareness

Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development

2004 ◽  
Vol 25 (2) ◽  
pp. 223-238 ◽  
Author(s):  
S. HÉLÈNE DEACON ◽  
JOHN R. KIRBY
Keyword(s):  
Reading Comprehension ◽  
Phonological Awareness ◽  
Reading Ability ◽  
Word Reading ◽  
Reading Development ◽  
Morphological Awareness ◽  
Single Word ◽  
Pseudoword Reading ◽  
Two Factors ◽  
Single Word Reading

Given the morphophonemic nature of the English orthography, surprisingly few studies have examined the roles of morphological and phonological awareness in reading. This 4-year longitudinal study (Grades 2–5) compared these two factors in three aspects of reading development: pseudoword reading, reading comprehension, and single word reading. Morphological awareness contributed significantly to pseudoword reading and reading comprehension, after controlling prior measures of reading ability, verbal and nonverbal intelligence, and phonological awareness. This contribution was comparable to that of phonological awareness and remained 3 years after morphological awareness was assessed. In contrast, morphological awareness rarely contributed significantly to single word reading. We argue that these results provide evidence that morphological awareness has a wide-ranging role in reading development, one that extends beyond phonological awareness.

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.

What’s in a word? Cross‐linguistic influences on Spanish–English and Chinese–English bilingual children’s word reading development

2021 ◽  
Author(s):  
Xin Sun ◽  
Kehui Zhang ◽  
Rebecca A. Marks ◽  
Nia Nickerson ◽  
Rachel L. Eggleston ◽  
...  
Keyword(s):  
Word Reading ◽  
Reading Development ◽  
English Bilingual ◽  
Linguistic Influences

Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners: Exploring partial mediation by vocabulary and reading fluency

2012 ◽  
Vol 34 (4) ◽  
pp. 697-725 ◽  
Author(s):  
MICHAEL J. KIEFFER ◽  
GINA BIANCAROSA ◽  
JEANNETTE MANCILLA-MARTINEZ
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Word Reading ◽  
Morphological Awareness ◽  
Language Minority ◽  
Unique Contribution ◽  
Spanish Speaking ◽  
Reading Vocabulary ◽  
Language Minority Learners ◽  
Vocabulary Word

ABSTRACTThis study investigated the direct and indirect roles of morphological awareness reading comprehension for Spanish-speaking language minority learners reading in English. Multivariate path analysis was used to investigate the unique contribution of derivational morphological awareness to reading comprehension as well as its indirect contributions via three hypothesized mediators for students in sixth, seventh, and eighth grade (N = 101). Results indicated a significant unique contribution of morphological awareness, controlling for phonemic decoding, listening comprehension, reading vocabulary, word reading fluency, and passage reading fluency. Results further indicated significant indirect contributions of morphological awareness via reading vocabulary and passage fluency, but not via word reading fluency. Findings suggest that morphological awareness may play multiple important roles in second-language reading comprehension.

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.

Sign in / Sign up

Export Citation Format

Share Document