scholarly journals Improving Preservice Teachers’ Phonemic Awareness, Morphological Awareness and Orthographic Knowledge

2018 ◽  
Vol 43 (1) ◽  
pp. 28-41 ◽  
Author(s):  
Brigid McNeill ◽  
Keyword(s):  
Preservice Teachers ◽  
Phonemic Awareness ◽  
Morphological Awareness ◽  
Orthographic Knowledge

The “How to” Guide to Spelling Assessment

2013 ◽  
Vol 20 (4) ◽  
pp. 129-136 ◽  
Author(s):  
Danielle Brimo
Keyword(s):  
Phonemic Awareness ◽  
Morphological Awareness ◽  
Spelling Errors ◽  
Potential Intervention ◽  
Spelling Intervention

A spelling assessment is used to determine a student’s baseline spelling percentage,potential intervention goals, and, ultimately, the student’s spelling progress. Additionally,a spelling assessment can provide information about a student’s linguistic awarenessabilities such as phonemic awareness, orthographic pattern awareness, mentalgraphemic representations, and morphological awareness. In this paper, a case exampleis presented to describe the spelling assessment and analysis of spelling errors toultimately determine baseline spelling percentage and spelling intervention goals, basedon a multilinguistic approach.

Theory-Guided Spelling Assessment and Intervention

2001 ◽  
Vol 32 (3) ◽  
pp. 182-195 ◽  
Author(s):  
Kenn Apel ◽  
Julie J. Masterson
Keyword(s):  
Group Intervention ◽  
Intervention Program ◽  
Morphological Awareness ◽  
Orthographic Knowledge ◽  
Clinical Settings ◽  
Spelling Development ◽  
Word Level ◽  
Clinically Significant ◽  
Intensive Group

Purpose : Current research and theory in spelling development and best practices for literacy instruction were reviewed to develop a set of theoretically guided assessment and intervention procedures. These procedures were applied to the case of a 13-year-old student with spelling difficulties. Method : The student was involved in an intensive group intervention program that focused on increasing foundational skills for spelling and on oral word-level reading. Assessment results led to an intervention program targeting phonemic and morphological awareness skills and orthographic knowledge. Results : The student demonstrated clinically significant growth in phonemic and morphological awareness, orthographic knowledge, spelling, and word-level reading. Conclusion : Results of the case study suggest that assessment and intervention procedures guided by theory and research can lead speech-language pathologists to effective participation in aspects of spelling remediation. Additionally, the case study may serve as a model for clinical services and evidence-based practice within clinical settings.

Impacto do Ensino para o Desenvolvimento de Habilidades Fonológicas e Morfológicas em Prol da Aprendizagem da Leitura e da Escrita

2017 ◽  
Vol 18 (3) ◽  
pp. 197
Author(s):  
Andréia Alves Correa ◽  
Viviane Do Rocio Barbosa ◽  
Sandra Regina Kirchner Guimarães
Keyword(s):  
Elementary School ◽  
Phonological Awareness ◽  
Phonemic Awareness ◽  
Morphological Awareness ◽  
Control Group ◽  
Pedagogical Practice ◽  
Teaching Program ◽  
Reading And Writing ◽  
Positive Effects ◽  
Explicit Teaching

O presente artigo visa apresentar o impacto de um programa de ensino voltado para o desenvolvimento de habilidades metafonológicas e metamorfológicas sobre a aprendizagem da leitura e da escrita. Participaram 94 alunos do 1° ano do Ensino Fundamental, distribuídos em três Grupos experimentais - Turma E (programa de ensino para o desenvolvimento da consciência fonológica), Turma D (programa de ensino para o desenvolvimento da consciência morfológica), Turma C (programa de ensino para o desenvolvimento de habilidades metafonológicas e metamorfológicas) - e um grupo de Controle (Turma A). Os estudantes foram submetidos a pré-teste, intervenção e pós-teste. Os resultados obtidos sugerem que a prática pedagógica desenvolvida no primeiro ano do Ensino Fundamental deve ocupar-se do desenvolvimento da consciência fonológica, principalmente, da consciência fonêmica, dada sua importância na aprendizagem do princípio alfabético e, acrescentar a esta prática o ensino explícito de habilidades morfológicas, tendo em vista que os resultados obtidos, neste estudo, sustentam que o ensino explícito de elementos sonoros e elementos mórficos, de forma conjugada, gera efeitos positivos em termos de aprendizagem da leitura e da escrita.Palavras-chave: Consciência Fonológica. Consciência Morfológica. Ensino.AbstractThe present article aims to present the impacts of a teaching program aimed at the development of metaphonological and metamorphological abilities on reading and writing learning. A total of 94 students from the 1th grade of Elementary School, distributed in three experimental Groups - Class E Teaching for the development of phonological awareness), Class D (teaching program for the development of morphological awareness), Class C (teaching program for the development of metaphonological and metamorphological skills) - and a Control Group (Class A). The students were subjected to pre-test, intervention and post-test. The results suggest that the pedagogical practice developed in the first year of elementary school should focus on the development of phonological awareness, mainly phonemic awareness, given its importance in learning the alphabetical principle and add to this practice the explicit teaching of morphological skills , Considering that the results obtained in this study bear that the explicit teaching of sound elements and morphic elements, in combination, generates positive effects in terms of reading and writing skills’ learning.Keywords: Phonological Awareness. Morphological Awareness. Teaching.

Unraveling the complexity of the relations of metalinguistic skills to word reading with struggling adult readers: Shared, independent, and interactive effects

2019 ◽  
Vol 40 (03) ◽  
pp. 765-793 ◽  
Author(s):  
Elizabeth L. Tighe ◽  
Mary A. Fernandes
Keyword(s):  
Phonological Awareness ◽  
Adult Literacy ◽  
Word Reading ◽  
Morphological Awareness ◽  
Vocabulary Knowledge ◽  
Orthographic Knowledge ◽  
Interactive Effects ◽  
Metalinguistic Awareness ◽  
Adult Readers ◽  
Metalinguistic Skills

AbstractThis study investigates the shared, independent, and interactive effects of metalinguistic skills (phonological awareness, morphological awareness, and orthographic knowledge) to word reading with a sample of struggling adult readers. Controlling for vocabulary knowledge, a second-order latent factor of metalinguistic awareness accounted for unique variance (62.5%) in adults’ word reading skills. Two-way latent interactions between the metalinguistic skills (phonological awareness × morphological awareness, morphological awareness × orthographic knowledge, and phonological awareness × orthographic knowledge) revealed unique interactive contributions (1%–5.2%) of these skills to word reading controlling for the metalinguistic skill main effects and vocabulary knowledge. In particular, high levels of morphological awareness are critical to word reading irrespective of high or low phonological awareness and orthographic knowledge. In addition, higher phonological awareness skills are critical to word reading irrespective of high or low orthographic knowledge. These results indicate the importance as well as the complexity of the nature of metalinguistic skills underlying word reading for struggling adult readers. The theoretical, empirical, and applied implications of these findings are discussed in the context of researchers and practitioners invested in improving outcomes in adult literacy programs.

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.

The Importance of Morphological Awareness in Bilingual Language and Literacy Skills: Clinical Implications for Speech-Language Pathologists

2020 ◽  
Vol 51 (3) ◽  
pp. 572-588 ◽  
Author(s):  
Keisey Fumero ◽  
Sana Tibi
Keyword(s):  
English Learners ◽  
Reading Development ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Orthographic Knowledge ◽  
Clinical Implications ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
Morphological Instruction

Purpose This clinical focus article will highlight the importance and role of morphological awareness (MA) across orthographies, in particular, the role it plays in reading development, specifically with bilingual populations. MA supports reading acquisition and development beyond other predictors of reading, such as phonological awareness, orthographic knowledge, and rapid automatic naming to name a few. While MA aids in the development of decoding fluency, vocabulary development, and reading comprehension, explicit morphological instruction does not occur regularly in reading intervention. For English learners (ELs), instruction should focus on improving MA, semantic awareness, and orthographic processing, which in turn would exert a positive influence on reading accuracy, fluency, and comprehension. This clinical focus article aims to provide speech-language pathologists with applicable tasks to measure MA and strategies to guide explicit morphological instruction. Method The role of MA in reading development will be described with regard to its importance beyond other predictors and the role it plays in theoretical models of reading development. Then, MA will be described across orthographies, with a focus on cross-linguistic influences. Finally, measurement tasks will be described, and clinical implications will be discussed in terms of using different strategies and tools to explicitly address MA. Conclusion Clinical implications of morphological instruction should be further explored and incorporated in current practices. With regard to ELs, it is important that we provide effective and specific instruction to better bridge the academic achievement gaps and increase overall language and literacy skills. Morphological instruction should be explicit and provided in conjunction with other domains of language. Equally important is leveraging families of ELs to promote their children's oral language and literacy in their first language.

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