Morphological Development in Children's Writing.

By L. Green, Deborah McCutchen, C. Schwiebert, T. Quinlan, Amy L. Eva-Wood, J. Juelis. 2003

131 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0a67a5f659eedb69d1c7d3e0cc12e48919272f3a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Impact of Specific Language Impairment on Adolescents' Written Text (2009, background): “Vocabulary appears to provide a building block for written language (see Green et al., 2003).”
Constraints in the Production of Written Text in Children with Specific Language Impairments (2007, unknown): “As with oral language, vocabulary appears to provide a building block for written language (see also Green et al., 2003).”
Paraeducator-Supplemented Instruction in Structural Analysis With Text Reading Practice for Second and Third Graders at Risk for Reading Problems (2006, background): “If morphological accuracy gradually surpasses orthographic knowledge in its importance for spelling accuracy (Green et al., 2003), it may be that the third graders in Study 2 did not gain enough in morphological skills for the change to be reflected in the standardized reading posttest.”
A Synthesis of Morphology Interventions and Effects on Reading Outcomes for Students in Grades K–12 (2008, background): “Around fourth or ﬁfth grade, students’ developing morphological problem-solving skills seem to be particularly important to their reading comprehension (Carlisle & Fleming, 2003; Green et al., 2003) and may be transferable to outcomes in biliterate children’s ﬁrst language (Wang et al., 2006).”
Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: contributions of syntax and transcription to translation (2011, methodology): “... based on past research showing that (a) handwriting automaticity is a unique predictor of composing length and quality during the first four grades (for review, see Berninger & Amtmann, 2003); (b) spelling has the most consistent longitudinal relationships to written composition across grade lev”
The relationship between measures of vocabulary and narrative writing quality in second- and fourth-grade students (2009, background): “Oral and written morphological use is related in early elementary students (Rubin, Patterson, & Kantor, 1991), and continues to develop throughout the elementary grades (Anglin, 1993; Carlisle, 1996; Green et al., 2003 ).”