The incremental variance of morphological knowledge to reading comprehension in grades 3-10 beyond prior reading comprehension, spelling, and text reading efficiency☆

By B. Foorman, Y. Petscher, M. D. Bishop. 2012

111 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/19b6a9b237b337d8ffd535fdfa13cf7e5f12059b

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. Michael J. Kieffer
2. S. H. Deacon
3. Annie Laroche
4. Kyle C. Levesque
5. Hélène Deacon
6. Helen L. Breadmore
7. Nonie K. Lesaux
8. N. Schmitt

In Statistics and Probability

1. Michael J. Kieffer
2. S. H. Deacon
3. Annie Laroche
4. Kyle C. Levesque
5. Hélène Deacon
6. Helen L. Breadmore
7. Nonie K. Lesaux
8. Kenn Apel

Citations in the corpus

• The Relation Between Morphological Awareness and Reading Comprehension: Evidence From Mediation and Longitudinal Models (2014, background): “In a study of Grades 3 to 10 students, Foorman, Petscher, and Bishop (2012) showed that morphological awareness added 2% to 9% of unique variance in predicting reading comprehension assessed some months later, beyond the autoregressor and the effects of spelling and text reading efficiency.”
• How morphology impacts reading and spelling: advancing the role of morphology in models of literacy development (2020, background): “Morphological awareness also predicts gains in reading comprehension over time (e.g., Deacon et al., 2014; Foorman et al., 2012; Kruk & Bergman, 2013).”