Morphological awareness and early and advanced word recognition and spelling in Dutch

By Judith Rispens, C. McBride-Chang, Pieter Reitsma. 2008

110 citations recorded by the source corpus.

This study investigated the relations of three aspects of morphological awareness to word recognition and spelling skills of Dutch speaking children. Tasks of inflectional and derivational morphology and lexical compounding, as well as measures of phonological awareness, vocabulary and mathematics were administered to 104 first graders (mean age 6 years, 11 months) and 112 sixth graders (mean age 12 years, 1 month). For the first grade children, awareness of noun morphology uniquely contributed to word reading, and none of the morphological tasks were uniquely associated with spelling. In grade 6, derivational morphology contributed both to reading and spelling achievement, whereas awareness of verb inflection uniquely explained spelling only. Lexical compounding did not uniquely contribute to literacy skills in either grade. These findings suggest that awareness of both inflectional and derivational morphology may be independently useful for learning to read and spell Dutch.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/07fc147be120f08c9d6fc2e1f593854466bcf2e3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. C. McBride-Chang
2. A. Wong
3. Hua Shu
4. P. D. Liu
5. T. Wong
6. Hongyun Liu
7. E. Geva
8. Catherine McBride

In Education

1. Hua Shu
2. A. Wong
3. C. McBride-Chang
4. P. D. Liu
5. T. Wong
6. E. Geva

In Statistics and Probability

1. C. McBride-Chang
2. P. D. Liu
3. A. Wong
4. Hua Shu
5. T. Wong
6. Catherine McBride
7. X. Tong
8. Hongyun Liu

Citations in the corpus

• Morphological awareness in Chinese: Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children (2012, background): “, 2005), and Dutch (Rispens et al., 2008), understanding more about the two aspects of morphological awareness and the corresponding measures may be useful for future work.”