Morphological Awareness Skills of English Language Learners and Children With Dyslexia

By Linda Siegel. 2008

160 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/25453611a97ce99ec67c74bb849934efeef0a891

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. Xi Chen
2. E. Geva
3. Gloria Ramirez
4. Linda Siegel
5. Y. Luo
6. Orly Lipka
7. Amanda P. Goodwin
8. Soyeon Ahn

In Education

1. E. Geva
2. Xi Chen
3. Linda Siegel
4. Orly Lipka
5. Y. Luo
6. Gloria Ramirez
7. Amanda P. Goodwin
8. Soyeon Ahn

In Statistics and Probability

1. Xi Chen
2. Gloria Ramirez
3. E. Geva
4. Orly Lipka
5. Y. Luo
6. Amanda P. Goodwin
7. Soyeon Ahn
8. Linda Siegel

Citations in the corpus

• 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.”
• The development of reading comprehension skills in children learning English as a second language (2011, background): “In a previous study, Siegel (2008) found that morphological awareness contributed significant independent variance to reading comprehension over and above phonological awareness and syntactic awareness.”
• Morphological Awareness and Word Reading in English Language Learners: Evidence from Spanish- and Chinese-Speaking Children. (2011, background): “Only a small number of studies have tested the link between morphological awareness and word reading in English among bilingual/ELL children (Deacon, Wade-Woolley, & Kirby, 2007; Saiegh-Haddad & Geva, 2008; Schiff & Calif, 2007; Siegel, 2008; Wang, Cheng, & Chen, 2006).”
• A Meta-Analysis of Morphological Interventions in English: Effects on Literacy Outcomes for School-Age Children (2013, background): “The moderate effects for vocabulary confirm the contribution of morphological knowledge to vocabulary knowledge (Anglin, 1993; Carlisle & Fleming, 2003; Nagy et al., 2006; Siegel, 2008) and suggest instruction in analyzing the morphological structure of words and identifying component morphemes with”