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Development of the Morphological Awareness Task for Singapore: a preregistration protocol ...
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Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals ...
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Understanding Instructional Spelling Practices of Third and Fourth Grade Teachers: An Embedded Multiple Case Study
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In: Doctoral Dissertations and Projects (2021)
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Η όψη στην Ελληνική ως Γ1/Γ2: πειραματική διερεύνηση και εφαρμογές για τη διδακτική πρακτική ...
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A Morphological Awareness-based Intervention for Struggling Readers
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Resettled Syrian Refugee Children in Canada: Oral Language, Literacy and Well-being
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El impacto del conocimiento morfológico en el reconocimiento léxico. Estudio experimental en quinto de primaria
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The predictive role of morphological awareness and productive vocabulary knowledge in L2 postgraduate students’ academic writing
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 24-44 (2021) (2021)
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Morphological awareness and learning to read: Impact of socio-economic status in French third graders
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In: ISSN: 0141-0423 ; EISSN: 1467-9817 ; Journal of Research in Reading ; https://hal.univ-lille.fr/hal-03119757 ; Journal of Research in Reading, Wiley, 2020, Advances in understanding the role of morphemes in literacy development, 44 (1), pp.228-246. ⟨10.1111/1467-9817.12321⟩ (2020)
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| 12 |
Como podemos brincar com as palavras? O desenvolvimento da consciência fonológica e morfológica na educação pré-escolar
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Cross-linguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta-analysis of Correlation Coefficients
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Koda, K; Zhang, D; Ke, S. - : Wiley for University of Michigan, Language Learning Research Club, 2020
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| 14 |
Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers
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In: Lang Speech Hear Serv Sch (2020)
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La formación de palabras en el aula : observar, pensar y reflexionar
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THE ROLE OF MORPHOLOGICAL AWARENESS AND EXPLICIT MORPHOLOGICAL INSTRUCTIONS IN ELT
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 28-37 (2020) (2020)
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| 17 |
Unraveling the Contribution of Morphological Awareness to Reading: A Longitudinal Analysis of Word-Level Outcomes for Latent Profiles of Young Readers
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Irey, Robin. - : eScholarship, University of California, 2019
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Abstract:
Theories of English literacy development assume that both phonological awareness and morphological awareness are metalinguistic skills involved in word identification. While there is robust empirical evidence supporting the key role of phonological awareness in reading, there is a smaller – though growing - body of empirical evidence suggesting morphological awareness makes a unique contribution to word identification. Much of the morphological awareness research has focused on its contribution to decoding in general; analysis of its specific role in the identification of different word types (i.e., morphologically complex words compared to non-morphologically complex words; real words compared to pseudowords) is inconsistent and limited. This study aims to fill this gap by examining Grade 2 students’ accuracy reading a variety of word types, controlling for morphological awareness, phonological awareness, and verbal cognitive ability. Results suggest that morphological awareness contributes to the recognition of morphologically complex and non-morphologically complex real words, but not to pseudowords. Also crucial to the field of morphological awareness research is a more developed understanding of the reader. Latent profile analysis was used to empirically determine unique student profiles of phonological and morphological awareness ability. Reading outcomes (e.g., decoding accuracy and reading comprehension) were analyzed longitudinally for each profile, across Grades 2-4, a critical developmental period when learning to read. Students in the morphologically dominant group and the phonologically dominant group performed similarly across time on all outcome measures. Students with commensurate development of these skills outperformed the other two groups on all measures at all time points, suggesting both skills are needed for higher levels of reading achievement during elementary school grade levels. Because many students struggle learning to read, this finding is useful in identifying the different skill profiles that are more or less at-risk for future reading outcomes.
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Keyword:
at-risk readers; early literacy; latent profile analysis; metalinguistic awareness; morphological awareness; reading acquisition; Special education
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URL: https://escholarship.org/uc/item/3gb368tx
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Η ποιότητα των λεξικών αναπαραστάσεων στο νοητικό λεξικό και η σχέση της με τη φωνολογική και τη μορφολογική επίγνωση ...
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| 19 |
Validation of a Scale to Measure Phonological and Morphological Knowledge and Skill of Speech-Language Pathologists and Elementary Teachers
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In: Dissertations (2019)
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L'ús de la gestualitat en el desenvolupament de la consciència morfològica dels aprenents de l'anglès com a llengua estrangera
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