Relationship of morphology and other language skills to literacy skills in at-risk second-grade readers and at-risk fourth-grade writers

By William Nagy, Virginia W. Berninger, Robert D. Abbott, K. Vaughan, Karin Vermeulen. 2003

451 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/131ee0517aa2bc74952e8c96a6d048173f93404c

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. Xi Chen
3. E. Geva
4. Kenn Apel
5. Michael J. Kieffer
6. Hua Shu
7. X. Tong
8. Y. Luo

In Education

1. Kenn Apel
2. E. Geva
3. Xi Chen
4. C. McBride-Chang
5. Hua Shu
6. D. Reed
7. X. Tong
8. Min Wang

Citations in the corpus

• Modeling Phonological Core Deficits Within a Working Memory Architecture in Children and Adults With Developmental Dyslexia (2006, background): “(Does corner come from corn? Does builder come from build?) All these morphological measures have construct validity in the assessment of reading and writing skills in elementary school children (Nagy et al., 2003) and elementary and middle school students (Nagy et al.”
• Morphological Awareness, Orthographic Knowledge, and Spelling Errors: Keys to Understanding Early Chinese Literacy Acquisition (2009, background): “Literacy development itself further propels children's growth in the ability to analyze and manipulate language ( Chomsky, 1979 ; Leong, Hau, Cheng, & Tan, 2005 ; Nagy, Berninger, & Abbott, 2003 ).”
• Individual fMRI activation in orthographic mapping and morpheme mapping after orthographic or morphological spelling treatment in child dyslexics (2006, methodology): “…Wagner, & Rashotte, 1999), CTOPP Elision (Wagner & Torgesen, 1999), PAL Expressive Orthographic Coding (Berninger, 2001), UW Morphological Signals (Nagy et al., 2003), Wolf RAN (Letters) (Wolf, 1986; Wolf, Bally, & Morris, 1986), and Wolf RAS (Numbers and Letters) (Wolf, 1986; Wolf et al., 1986).”
• Metalinguistic contributions to reading and spelling in second and third grade students (2012, methodology): “ Nagy et al. (2003) used structural equation modeling to examine the contribution of phonemic awareness, morphological awareness, orthographic knowledge, and expressive vocabulary abilities (i.e., defining words) to word-level reading, reading comprehension, and spelling in second and fourth grade ”
• Chinese-English biscriptal reading: cognitive component skills across orthographies (2010, background): “Interestingly, the association of morphological awareness to word reading, spelling, and reading comprehension in English was particularly persistent among second-grade less competent readers in one study ( Nagy, Berninger, & Abbott, 2003 ).”
• A Synthesis of Morphology Interventions and Effects on Reading Outcomes for Students in Grades K–12 (2008, background): “80), but only accounted for unique variance in reading comprehension at grade 2 (Nagy et al., 2003).”
• The contributions of phonology, orthography, and morphology in Chinese–English biliteracy acquisition (2009, result): “The focus of these analyses is also in line with previous research in examining the unique contribution of phonological, orthographic, and morphological awareness to reading skill among monolingual children (e.g., Cunningham et al., 2001; Deacon & Kirby, 2004; Nagy et al., 2003).”
• Comparing vocabulary development in Spanish- and Chinese-speaking ELLs: the effects of metalinguistic and sociocultural factors (2012, background): “As noted previously, this relationship is likely to be bidirectional (e.g., McBride-Chang et al., 2008; Nagy et al., 2003 ).”
• Morphological awareness in Spanish-speaking English language learners: within and cross-language effects on word reading (2010, background): “By enabling children to recognize constituent morphemes within a word, morphological awareness improves the accuracy and fluency of decoding (Carlisle, 2000; Nagy et al., 2003, 2006 ).”