S. Hélène Deacon

TL;DR: This article found that morphological awareness contributed significantly to pseudoword reading and reading comprehension, after controlling prior measures of reading ability, verbal and nonverbal intelligence, and phonological awareness.

TL;DR: This paper conducted a meta-analysis of morphological interventions for reading, spelling, vocabulary, and morphological skills in children from preschool to grade 8 and found that morphological instruction benefits learners, and brings particular benefits for less able readers.

TL;DR: This paper investigated the effects of morphological awareness on five measures of reading in 103 children from Grades 1 to 3, and concluded that it has important roles in word reading and reading comprehension, and suggest that it should be included more frequently in assessments and instruction.

TL;DR: This article examined the performance of poor comprehenders on several readingrelated abilities in the late elementary school years and found that poor morphological awareness contributes to reading comprehension difficulties and that children with different reading comprehension profiles may learn morphology at different rates.

TL;DR: Results of this study suggest that morphological awareness can be applied to reading across orthographies and that this relationship changes as children build their language and literacy skills.