Details

Autor(en) / Beteiligte

• Deacon, S. Hélène
• Tong, Xiuli
• Francis, Kathryn

Titel

The relationship of morphological analysis and morphological decoding to reading comprehension

Ist Teil von

• Journal of research in reading, 2017-02, Vol.40 (1), p.1-16

Ort / Verlag

Oxford: Wiley-Blackwell

Erscheinungsjahr

2017

Quelle

Psychology & Behavioral Sciences Collection

Beschreibungen/Notizen

• The ultimate goal of children's reading development is the full and fluid understanding of texts. Morphological structure awareness, or children's awareness of the minimal units of meaning in language, has been identified as a key skill influencing reading comprehension. Here, we evaluate the roles of morphological structure awareness and two related skills, morphological analysis and morphological decoding, in Grade 3 and Grade 5 children's reading comprehension. Respectively, morphological decoding and analysis refer to the use of morphemes in reading and in understanding words. Critically, our analyses show that, together, morphological structure awareness, morphological decoding and morphological analysis account for 8% of the variance in reading comprehension, after controlling for children's age, phonological awareness, nonverbal reasoning and word reading skill. Further, of these dimensions, each of morphological decoding and morphological analysis makes a unique contribution to reading comprehension. We discuss these findings in terms of current theories of reading development and educational curricula.