Journal ArticleDOI
Morphological awareness: Just "more phonological"? The roles of morphological and phonological awareness in reading development
S. Hélène Deacon,John R. Kirby +1 more
TLDR
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.Abstract:
Given the morphophonemic nature of the English orthography, surprisingly few studies have examined the roles of morphological and phonological awareness in reading. This 4-year longitudinal study (Grades 2–5) compared these two factors in three aspects of reading development: pseudoword reading, reading comprehension, and single word reading. Morphological awareness contributed significantly to pseudoword reading and reading comprehension, after controlling prior measures of reading ability, verbal and nonverbal intelligence, and phonological awareness. This contribution was comparable to that of phonological awareness and remained 3 years after morphological awareness was assessed. In contrast, morphological awareness rarely contributed significantly to single word reading. We argue that these results provide evidence that morphological awareness has a wide-ranging role in reading development, one that extends beyond phonological awareness.read more
Citations
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Journal ArticleDOI
Phonological skills and their role in learning to read: A meta-analytic review.
TL;DR: Findings support the pivotal role of phonemic awareness as a predictor of individual differences in reading development and whether such a relationship is a causal one and the implications of research in this area for current approaches to the teaching of reading and interventions for children with reading difficulties.
Journal ArticleDOI
Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students.
TL;DR: The authors evaluated the contribution of morphological awareness, phonological memory, and phonological decoding to reading comprehension, reading vocabulary, spelling, and accuracy and rate of decoding morphologically complex words for 182 4th and 5th-grade students, 218 6th- and 7th-grad students, and 207 8th and 9th grade students in a suburban school district.
Journal ArticleDOI
On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography.
TL;DR: It is argued that the extreme ambiguity of English spelling-sound correspondence has confined reading science to an insular, Anglocentric research agenda addressing theoretical and applied issues with limited relevance for a universal science of reading.
Journal ArticleDOI
The Effects of Morphological Instruction on Literacy Skills A Systematic Review of the Literature
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.
Journal ArticleDOI
Ending the reading wars: reading acquisition from novice to expert
TL;DR: A comprehensive tutorial review of the science of learning to read, spanning from children’s earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers is presented.
References
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Book
The Sound Pattern of English
Noam Chomsky,Morris Halle +1 more
TL;DR: Since this classic work in phonology was published in 1968, there has been no other book that gives as broad a view of the subject, combining generally applicable theoretical contributions with analysis of the details of a single language.
Book
Preventing reading difficulties in young children
TL;DR: This chapter discusses strategies for helping children with Reading Difficulties in Grades 1 to 3, as well as recommendations for practice and research.
Journal ArticleDOI
Beginning to read : thinking and learning about print
TL;DR: Marilyn Adams proposes that phonies can work together with the "whole language" approach to teaching reading and provides an integrated treatment of the knowledge and processes involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction.
Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction
TL;DR: An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction Table of Table 1.1 as discussed by the authors, and Table 2.1...
Journal ArticleDOI
Categorizing sounds and learning to read: A causal connection.
Lynette Bradley,Peter Bryant +1 more
TL;DR: This paper found that children who are backward in reading are strikingly insensitive to rhyme and alliteration and are at a disadvantage when categorizing words on the basis of common sounds even in comparison with younger children who read no better than they do.