scholarly journals Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students

2016 ◽  
Vol 7 ◽  
Author(s):  
Elizabeth L. Tighe ◽  
Christopher Schatschneider
Keyword(s):  
Reading Comprehension ◽  
Basic Education ◽  
Adult Basic Education ◽  
Morphological Awareness ◽  
Vocabulary Knowledge ◽  
Education Students

scholarly journals Morphological Awareness in L2 Chinese Reading Comprehension: Testing of Mediating Routes

2021 ◽  
Vol 12 ◽  
Author(s):  
Haomin Zhang ◽  
Xing Zhang ◽  
Mengjie Li ◽  
Yiming Zhang
Keyword(s):  
Reading Comprehension ◽  
Word Meaning ◽  
Morphological Awareness ◽  
Vocabulary Knowledge ◽  
Chinese Reading ◽  
Morphological Knowledge ◽  
Chinese Learners ◽  
L2 Chinese ◽  
Path Models ◽  
Inference Task

This study aims to examine the contribution of morphological awareness to second language (L2) Chinese reading comprehension through potential mediating factors. Adult L2 Chinese learners (n = 447) participated in the study and completed two morphological awareness tasks (segmentation and discrimination), two vocabulary knowledge tasks (character knowledge and word-meaning knowledge), one lexical inference task, and one reading comprehension task. By testing alternative path models, this study identified the preferred model assuming the covariates of morphological awareness and vocabulary knowledge. Morphological awareness and vocabulary knowledge jointly contributed to L2 Chinese reading comprehension through lexical inference. The written modality of morphological awareness induced the activation of both morphological and orthographic information in print. The result suggests that morphological awareness (in the form of grapho-morphological knowledge) and vocabulary knowledge seem to be two parallel components under the same construct predicting Chinese reading comprehension. More importantly, this study underscores the intermediary effect of lexical inference in associating morphological awareness and reading comprehension in L2 Chinese learners.

scholarly journals Self-regulation for learning intervention in reading comprehension: an integrative review

2021 ◽  
Vol 38 ◽  
Author(s):  
Adriana Satico FERRAZ ◽  
Acácia Aparecida Angeli dos SANTOS
Keyword(s):  
Reading Comprehension ◽  
Basic Education ◽  
Self Regulation ◽  
Intervention Programs ◽  
Integrative Review ◽  
Education Students ◽  
Learning Intervention ◽  
Cognitive Linguistic ◽  
Regulatory Strategies

Abstract This integrative review aimed to investigate the structure of successful interventions in the development of self-regulation for learning to optimize reading comprehension of Basic Education students. The search for articles was carried out in five databases, and by the method of searching for quotes. Of the 137 items retrieved, 13 were eligible. The samples of the reported interventions were composed of students from the 3rdto 6thgrade, from American, German, and Slovenian schools. The interventions were of an instructional type, focusing on developing self-regulatory strategies to develop reading comprehension. The studies indicated that participation in the interventions increased the students' performance in this cognitive-linguistic skill. It is assumed that this review can assist psychologists and educators in preparing, applying, and monitoring the results of intervention programs to develop students' self-regulation in carrying out tasks that involve reading comprehension.

scholarly journals Morphological awareness and reading abilities in second- and third-grade Hebrew readers

2018 ◽  
Vol 39 (5) ◽  
pp. 989-1009 ◽  
Author(s):  
VERED VAKNIN-NUSBAUM
Keyword(s):  
Reading Comprehension ◽  
Morphological Awareness ◽  
Second Graders ◽  
Third Graders ◽  
Vocabulary Knowledge ◽  
Third Grade ◽  
Unique Contribution ◽  
Phonological Decoding ◽  
Third Grade Students ◽  
Reading Abilities

ABSTRACTThe contribution of morphological awareness to reading comprehension in Hebrew was tested in 100 second- and third-grade students on three types of morphology: inflections, derivations, and construct formation, controlling for vocabulary knowledge. Third graders performed better than second graders on inflectional and construct formation awareness, but only derivations and construct formation predicted success in reading comprehension. Significant differences in reading comprehension but not in orthographic word recognition and phonological decoding were found between students with low and high morphological awareness. The results highlight the importance of examining the unique contribution of different components of morphological awareness to reading comprehension.

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