Morphological awareness and word-level reading in early and middle elementary school years

• Erin K. Robertson ^[1] ; S. Hélène Deacon ^[2]
  1. [1] Cape Breton University

     Cape Breton University

     Canadá

     
  2. [2] Dalhousie University

     Dalhousie University

     Canadá

     
• Localización: Applied psycholinguistics, ISSN 0142-7164, Vol. 40, Nº 4, 2019, págs. 1051-1071
• Idioma: inglés
• DOI: 10.1017/S0142716419000134
• Texto completo no disponible (Saber más ...)
• Resumen

  • We examined whether morphological awareness made a significant contribution to word-level reading across Grades 1 to 4. We test these relations specifically in a task measuring awareness of past-tense forms. A total of 375 children from Grades 1 to 4 completed tasks assessing past-tense morphological awareness along with real word and pseudoword reading. Children also completed control measures assessing phonological awareness, phonological short-term memory, sentence-level language skills, and nonverbal cognitive ability. After these controls, past-tense morphological awareness was a significant predictor of real word reading in Grades 1 and 2, but not in Grades 3 and 4. Further, following on all controls, past-tense morphological awareness was a consistent predictor of pseudoword reading across Grades 1 to 4. Morphological awareness, at least as measured with past-tense verbs, appears to have a role in word reading across the early to middle elementary school grades; for young readers, there are relations to reading of both known and novel words, and for older readers, relations are significant specifically in reading novel words. These findings are discussed within the context of theories of word reading development.