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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - The association between morphological awareness and reading comprehension in children
T2 - A systematic review and meta-analysis
AU - Liu, Yazhi
AU - Groen, Margriet
AU - Cain, Kate
PY - 2024/2/29
Y1 - 2024/2/29
N2 - This systematic review and meta-analysis examined the association between morphological awareness and reading comprehension, taking into account critical factors that could affect its strength. Following NIRO guidelines, we included 44 studies involving 63 independent samples, and 126 correlations between morphological awareness and reading comprehension. Overall, we found a significant association between morphological awareness and reading comprehension (r = .565), but also large heterogeneity (81.37%), supporting the need for analysis of potential moderators: age, type of morphologically complex word, characteristics of morphological awareness and reading comprehension tests were examined. We found that type of morphologically complex word was the only significant moderator of this association. In sum, we have demonstrated that morphological awareness influences reading comprehension across a wide age range. Implications for educational practice, as well as recommendations that future studies report more detailed information about participants and measures, are discussed.
AB - This systematic review and meta-analysis examined the association between morphological awareness and reading comprehension, taking into account critical factors that could affect its strength. Following NIRO guidelines, we included 44 studies involving 63 independent samples, and 126 correlations between morphological awareness and reading comprehension. Overall, we found a significant association between morphological awareness and reading comprehension (r = .565), but also large heterogeneity (81.37%), supporting the need for analysis of potential moderators: age, type of morphologically complex word, characteristics of morphological awareness and reading comprehension tests were examined. We found that type of morphologically complex word was the only significant moderator of this association. In sum, we have demonstrated that morphological awareness influences reading comprehension across a wide age range. Implications for educational practice, as well as recommendations that future studies report more detailed information about participants and measures, are discussed.
KW - Morphological awareness
KW - Reading comprehension
KW - Meta-analysis
KW - Assessment
U2 - 10.1016/j.edurev.2023.100571
DO - 10.1016/j.edurev.2023.100571
M3 - Journal article
VL - 42
JO - Educational Research Review
JF - Educational Research Review
SN - 1747-938X
M1 - 100571
ER -