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Article: Morphological awareness: A key to understanding poor reading comprehension in english

TitleMorphological awareness: A key to understanding poor reading comprehension in english
Authors
KeywordsDerivational morphology
Inflectional morphology
Morphological awareness
Reading comprehension
Unexpected poor comprehenders
Issue Date2011
PublisherAmerican Psychological Association. The Journal's web site is located at http://www.apa.org/journals/edu.html
Citation
Journal Of Educational Psychology, 2011, v. 103 n. 3, p. 523-534 How to Cite?
AbstractThis 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. © 2011 American Psychological Association.
Persistent Identifierhttp://hdl.handle.net/10722/164630
ISSN
2015 Impact Factor: 3.256
2015 SCImago Journal Rankings: 2.828
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorTong, Xen_HK
dc.contributor.authorDeacon, SHen_HK
dc.contributor.authorKirby, JRen_HK
dc.contributor.authorCain, Ken_HK
dc.contributor.authorParrila, Ren_HK
dc.date.accessioned2012-09-20T08:07:07Z-
dc.date.available2012-09-20T08:07:07Z-
dc.date.issued2011en_HK
dc.identifier.citationJournal Of Educational Psychology, 2011, v. 103 n. 3, p. 523-534en_HK
dc.identifier.issn0022-0663en_HK
dc.identifier.urihttp://hdl.handle.net/10722/164630-
dc.description.abstractThis 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. © 2011 American Psychological Association.en_HK
dc.languageengen_US
dc.publisherAmerican Psychological Association. The Journal's web site is located at http://www.apa.org/journals/edu.htmlen_HK
dc.relation.ispartofJournal of Educational Psychologyen_HK
dc.subjectDerivational morphologyen_HK
dc.subjectInflectional morphologyen_HK
dc.subjectMorphological awarenessen_HK
dc.subjectReading comprehensionen_HK
dc.subjectUnexpected poor comprehendersen_HK
dc.titleMorphological awareness: A key to understanding poor reading comprehension in englishen_HK
dc.typeArticleen_HK
dc.identifier.emailTong, X: xltong@hku.hken_HK
dc.identifier.authorityTong, X=rp01546en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1037/a0023495en_HK
dc.identifier.scopuseid_2-s2.0-80051818963en_HK
dc.identifier.hkuros207815en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-80051818963&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume103en_HK
dc.identifier.issue3en_HK
dc.identifier.spage523en_HK
dc.identifier.epage534en_HK
dc.identifier.eissn1939-2176-
dc.identifier.isiWOS:000293878700002-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridTong, X=24401758100en_HK
dc.identifier.scopusauthoridDeacon, SH=9233069700en_HK
dc.identifier.scopusauthoridKirby, JR=7202384119en_HK
dc.identifier.scopusauthoridCain, K=35509842000en_HK
dc.identifier.scopusauthoridParrila, R=6602303372en_HK

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