Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Morphological awareness
T2 - a key to understanding poor reading comprehension in English.
AU - Tong, Xiuli
AU - Deacon, S. Helene
AU - Kirby, John R.
AU - Cain, Kate
AU - Parrila, Rauno
PY - 2011/8
Y1 - 2011/8
N2 - This longitudinal study examined the performance of poor comprehenders on several reading-related abilities in the late elementary school years. We identified 3 groups of readers in Grade 5 who were matched on word reading accuracy and speed, nonverbal cognitive ability, and age: unexpected poor comprehenders, expected average comprehenders, and unexpected good comprehenders. We compared these groups in Grade 5 and, retrospectively, in Grade 3. The 3 groups performed similarly on phonological awareness, naming speed, and orthographic processing tasks but differed in morphological awareness, even when vocabulary was controlled statistically. Unexpected poor comprehenders performed more poorly than expected average comprehenders in morphological derivation at Grade 5 but not in Grade 3; in contrast, expected average comprehenders performed more poorly than unexpected good comprehenders at Grade 3, but these groups did not differ in Grade 5. Our findings suggest that poor morphological awareness contributes to reading comprehension difficulties and that children with different reading comprehension profiles may learn morphology at different rates.
AB - This longitudinal study examined the performance of poor comprehenders on several reading-related abilities in the late elementary school years. We identified 3 groups of readers in Grade 5 who were matched on word reading accuracy and speed, nonverbal cognitive ability, and age: unexpected poor comprehenders, expected average comprehenders, and unexpected good comprehenders. We compared these groups in Grade 5 and, retrospectively, in Grade 3. The 3 groups performed similarly on phonological awareness, naming speed, and orthographic processing tasks but differed in morphological awareness, even when vocabulary was controlled statistically. Unexpected poor comprehenders performed more poorly than expected average comprehenders in morphological derivation at Grade 5 but not in Grade 3; in contrast, expected average comprehenders performed more poorly than unexpected good comprehenders at Grade 3, but these groups did not differ in Grade 5. Our findings suggest that poor morphological awareness contributes to reading comprehension difficulties and that children with different reading comprehension profiles may learn morphology at different rates.
KW - unexpected poor comprehenders
KW - morphological awareness
KW - derivational morphology
KW - inflectional morphology
KW - reading comprehension
KW - DERIVATIONAL MORPHOLOGY
KW - INDIVIDUAL-DIFFERENCES
KW - LANGUAGE IMPAIRMENT
KW - WORD MEANINGS
KW - SIMPLE VIEW
KW - CHILDREN
KW - SKILLS
KW - DIFFICULTIES
KW - ABILITY
KW - MEMORY
UR - http://www.scopus.com/inward/record.url?scp=80051818963&partnerID=8YFLogxK
U2 - 10.1037/a0023495
DO - 10.1037/a0023495
M3 - Journal article
AN - SCOPUS:80051818963
VL - 103
SP - 523
EP - 534
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
SN - 0022-0663
IS - 3
ER -