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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 28 1 How Prepared do Educators of Multilingual Learners with Disabilities Feel? Results from a Multi-State Survey otting, jacqueline catherine. - 2021 BASE Show details 2 Reverberating Words and ‘Becoming Other than the Other’ in Adult Literacy: Bakhtinian Reflections on a Powerful Literacy-Influenced GED Academic Writing Framework Lotas, Alexandra Vandike. - 2018 BASE Show details 3 Invented words after writing intervention: Elementary student production of morphological inventions in two writing contexts Huey, Emma. - 2017 BASE Show details 4 Effects of embedded morphological instruction on children's morpho-syntactic production Northey, Mary. - 2017 BASE Show details 5 The Connection Among Morphological, Phonological, Orthographic, and Processing Skills, and Reading Clark, Teixeira L.. - 2017 Abstract: Thesis (Ph.D.)--University of Washington, 2017-06 ; Research on morphological awareness has shown that it contributes to literacy outcomes. However, because of the way morphological awareness is traditionally measured, there is speculation that tasks may reflect cognitive flexibility, working memory, or some other type of executive processing, versus awareness of morphology. Further complicating the measurement of morphological awareness is the fact that items with different types of phonological changes are included in morphological tasks, often without differentiating between them. This paper reports on two studies investigating these issues. Study 1 had three main aims: The first was to develop a measure that was parallel in task demands to the morphological production task but involved no morphology, to attempt to separate morphological demands from other task demands. The second was to examine the developmental nature of both morphological skill and parallel task-processing demands. The third aim of Study 1 was to examine the contribution of morphological skill over and above task demands to literacy skills. With a sample of 274 students in grades 5 and 8, results show that grade 8 students performed better on both the morphological production task and parallel processing task, the orthographic production task. Results also show that one type of traditional morphological awareness task is tapping more than vocabulary and processing skills as the morphological production task made unique contributions to both word reading and comprehension. Additionally, results showed that the orthographic production task made unique contributions to both outcomes. The main goal of Study 2 was to further examine the nature of the relationship of the morphological and orthographic production tasks with reading comprehension with a sample of 304 fourth- and fifth-grade students. It was hypothesized that both tasks would be correlated with orthographic skill, phonological word skill, vocabulary, and working memory, with the morphological task having a unique effect on reading comprehension. Study 2 furthers the research and results from Study 1 in two ways. First, it investigates what the orthographic production task, from Study 1, is measuring by including assessments that measure orthographic skill, phonological word skill, and a working memory task in addition to vocabulary in a structural equation model predicting reading comprehension. Second, Study 2 again investigates the contribution of morphological awareness to reading comprehension using a larger battery of literacy measures and a more complex statistical model. Interestingly, the unique contribution of the orthographic production task to reading comprehension remained significant even after taking the other variables into account. Further research into this measure is needed to help explain what the unique contribution means theoretically. Results show that the unique contribution of morphological awareness failed to reach significance after accounting for orthographic skill, phonological word skill, vocabulary, and working memory. However, morphological skill was highly correlated with comprehension and all predictors showing a strong total effect on reading comprehension. Keyword: Education; Educational psychology; Educational tests & measurements; literacy; morphological awareness; morphology; processing; reading comprehension; To Be Assigned URL: http://hdl.handle.net/1773/39852 BASE Hide details 6 Specific Language Impairments and Overlap Sensory Integration Disorders – Are Additional Therapeutic Approaches Warranted? Conserti-Jones, Annalisa. - 2017 BASE Show details 7 Contributions of Morphological Skill to Children's Essay Writing Northey, Mary; McCutchen, Deborah; Sanders, Elizabeth A.. - 2015 BASE Show details 8 Morphological Sensitivity: A Hierarchical Analysis of Student and Word Factors Rosemore, Allyson Jane Ryan. - 2015 BASE Show details 9 The Predictive Validity of the Washington Kindergarten Inventory of Developing Skills GOLD’s Literacy Domain: Why assessment matters for Washington’s earliest readers Stull, Sara. - 2015 BASE Show details 10 Putting Words to Work: Effects of Morphological Instruction on Children’s Writing McCutchen, Deborah; Stull, Sara; Herrera, Becky Logan. - 2014 BASE Show details 11 Morphological Awareness and Children's Writing: Accuracy, Error, and Invention McCutchen, Deborah; Stull, Sara. - 2014 BASE Show details 12 Syllabus: College of Natural Sciences, Junior Year Writing McCutchen, Deborah In: Sustainability Education Resources (2013) BASE Show details 13 Further evidence for teacher knowledge: supporting struggling readers in grades three through five Abbott, Robert D.; Sanders, Elizabeth A.; McCutchen, Deborah... In: Reading and writing. - New York, NY : Springer Science+Business Media 22 (2009) 4, 401-423 BLLDB OLC Linguistik Show details 14 Children's morphological knowledge: links to literacy Abbott, Robert D.; Green, Laura; McCutchen, Deborah In: Reading psychology. - Philadelphia, Pa. : Taylor & Francis 29 (2008) 4, 289-314 BLLDB OLC Linguistik Show details 15 Revision : cognitive and instructional processes Roussey, Jean-Yves (Mitarb.); Boscolo, Pietro (Mitarb.); Oostdam, Ron (Mitarb.). - Boston, Mass. [u.a.] : Kluwer, 2004 BLLDB UB Frankfurt Linguistik Show details 16 Reports - Comparison of Three Approaches to Supplementary Reading Instruction for Low-Achieving Second-Grade Readers Berninger, Virginia W.; Vermeulen, Karin; Abbott, Robert D.... In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 34 (2003) 2, 101-116 OLC Linguistik Show details 17 Comparison of three approaches to supplementary reading instruction for low-achieving second-grade readers Berninger, Virginia Wise; Vermeulen, Karin; Abbott, Robert D.... In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 34 (2003) 2, 101-116 BLLDB Show details 18 La rédaction de textes : approche cognitive Piolat, Annie (Hrsg.); Scardamalia, Marlene (Mitarb.); Bereiter, Carl. - Lausanne [u.a.] : Delachaux et Niestlé, 1998 BLLDB UB Frankfurt Linguistik Show details 19 A predication semantics model of text comprehension and recall Turner, Althea; Britton, Bruce K.; Andraessen, Paul... In: Models of understanding text (Hove, 1995), p. 33-72 MPI für Psycholinguistik Show details 20 Phonemic processes in children's reading comprehension McCutchen, Deborah; Crain-Thoreson, Catherine In: Journal of experimental child psychology. - Amsterdam : Elsevier 58 (1994) 1, 69-87 BLLDB Show details Page: 1 2

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