The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners

By Michael J. Kieffer, Nonie K. Lesaux. 2008

335 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/1009b174f7e3b4db664db2cac3daa93a5b32ba57

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In Developmental and Educational Psychology

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Citations in the corpus

Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners: Exploring partial mediation by vocabulary and reading fluency (2012, methodology): “…for second-language learners, including elective bilingual populations (Deacon, Wade-Wooley, & Kirby, 2007; Saiegh-Hadadd & Geva, 2008; Schiff & Calif, 2007; Zhang et al., 2010) and LM learners (Kieffer & Lesaux, 2008; Ramirez et al., 2010; Wang, Cheng, & Chen, 2006; Wang, Yang, & Cheng, 2009).”
The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school (2012, background): “…that the relationship between morphological awareness and reading comprehension changes over time and becomes increasingly associated with reading comprehension (Anglin, 1993; Berninger, Abbott, Nagy, & Carlisle, 2009; Carlisle, 2007; Kieffer & Lesaux, 2007, 2008; Nagy, Berninger, & Abbott, 2006).”
A Meta-Analysis of Morphological Interventions in English: Effects on Literacy Outcomes for School-Age Children (2013, background): “Research suggests that morphological instruction may be particularly effective for students with reading disabilities (Casalis, Cole, & Sopo, 2004; Elbro & Arnbak, 1996) and English language learners (ELLs; Goodwin, 2011; Kieffer & Lesaux, 2008).”
Size and Depth of Vocabulary Knowledge: What the Research Shows (2014, background): “Kieffer and Lesaux (2008) also found moderate correlations between vocabulary size and derivation scores in an immersion environment.”
The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: a longitudinal study (2011, background): “Two of the studies (i.e., Kieffer & Lesaux, 2008; Siegel, 2008) focused exclusively on derivational morphology.”
Contribution of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge and reading comprehension among advanced EFL learners: testing direct and indirect effects (2011, background): “Among studies on English L2 learners, Kieffer and Lesaux (2008) also found Grade 5 Spanish-speaking ESL readers’ morphological awareness and vocabulary knowledge had significant independent contribution to reading comprehension. According to Nagy (2007), the unique contribution of morphological awar”
Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners (2014, methodology): “This task includes a subset of Kieffer’s morphological decomposition task, an adaptation of Carlisle’s (2000) measure (Kieffer & Lesaux, 2007, 2008, 2010).”
Comparing vocabulary development in Spanish- and Chinese-speaking ELLs: the effects of metalinguistic and sociocultural factors (2012, background): “The finding regarding the Spanish-speaking ELLs confirms that reported in Kieffer and Lesaux (2008) .”
The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools (2010, methodology): “…with cognitive tools to learn words independently, such as using contextual cues (Fukkink & de Glopper, 1998; Swanborn & de Glopper, 1999) and using one’s morphological awareness skills (Baumann et al., 2002, Baumann, Kame’enui, & Ash, 2003; Kieffer & Lesaux, 2008; Nagy, Berninger, & Abbott, 2006).”