Breaking Down Words to Build Meaning: Morphology, Vocabulary, and Reading Comprehension in the Urban Classroom

By Michael J. Kieffer, Nonie K. Lesaux. 2007

223 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/1b102d8d4d51ee44003c2082edb9dd471b19f7ee

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school (2012, background): “It has been hypothesized 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, Be”
Evidence for the Importance of Academic Word Knowledge for the Academic Achievement of Diverse Middle School Students (2012, background): “Kieffer and Lesaux (2007) provided clear guidelines for supporting students’ morphological awareness and use of morphological knowledge as a strategy for independently learning words.”
Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, methodology): “Recent research has shown that skills in decomposing morphologically complex words contribute positively to reading comprehension in upper elementary and middle school students (Kieffer & Lesaux, 2007, 2010). b. Unpacking complex sentences | Skill in understanding complex syntax.”
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).”
Effective Academic Vocabulary Instruction in the Urban Middle School (2010, background): “…LM learners, enrolled in these schools since the primary grades and followed from fourth grade into middle school, had good word reading skills but vocabulary and reading comprehension scores around the 20th percentile (Crosson & Lesaux, 2010; Kieffer & Lesaux, 2007; Lesaux & Kieffer, 2010).”
Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners: Exploring partial mediation by vocabulary and reading fluency (2012, background): “Recent research syntheses have also provided some guidelines for what such instruction should entail (e.g., Bowers et al., 2010; Kieffer & Lesaux, 2007, 2010; Stahl & Nagy, 2006).”
Development of morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners: A parallel process latent growth curve model (2011, background): “In our research, we have recently articulated and begun to test guiding principles that can render such morphology instruction effective for linguistically diverse adolescents (Kieffer & Lesaux, 2007, 2010; Lesaux et al., 2010).”