The role of morphological awareness in children's vocabulary acquisition in English

By C. McBride-Chang, R. Wagner, Andrea E. Muse, Bonnie Wing-Yin Chow, Hua Shu. 2005

352 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/2e2894bb5215ecaab54166d8b96837023c2b9011

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. E. Geva
2. Michael J. Kieffer
3. Xi Chen
4. Nonie K. Lesaux
5. C. McBride-Chang
6. Y. Luo
7. Elinor Saiegh-Haddad
8. Hong Li

In Education

1. Michael J. Kieffer
2. Nonie K. Lesaux
3. E. Geva
4. Bonnie Wing-Yin Chow
5. Elinor Saiegh-Haddad
6. Xi Chen
7. Hong Li
8. C. McBride-Chang

In Statistics and Probability

1. Michael J. Kieffer
2. Xi Chen
3. E. Geva
4. C. McBride-Chang
5. Nonie K. Lesaux
6. Hong Li
7. Him Cheung
8. Bonnie Wing-Yin Chow

Citations in the corpus

• The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: a longitudinal study (2011, methodology): “To summarize, previous studies have shown that morphological awareness is related to vocabulary growth in monolingual English-speaking children (e.g., Carlisle, 2000; Carlisle & Fleming, 2003; McBride-Chang et al., 2005 ).”
• Fitting derivational morphophonology into a developmental model of reading (2008, background): “Vocabulary expansion (Anglin, 1993; McBride-Chang et al., 2005; Nagy et al., 1993), decoding (Mann & Singson, 2003; Shankweiler et al., 1995), reading comprehension (Nagy et al., 2003; Nagy et al., 2006), and spelling (Nagy, et al., 2006) are all affected by children’s explicit knowledge and skill”
• Modeling the Early Paths of Phonological Awareness and Factors Supporting its Development in Children With and Without Familial Risk of Dyslexia (2007, background): “, letter knowledge and beginning reading)beforeschoolage?(c)Doesfamilial riskfordyslexiariskhaveaneffectonthe development of skills, reading interest, HLE factors, or the pattern of associations? PA development was expected to have strong reciprocal associations with vocabulary skills (e.g., Bowey, ”
• Development of morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners: A parallel process latent growth curve model (2011, background): “Although cross-sectional studies conducted with monolingual speakers of various languages reveal a strong correlation between morphological awareness and vocabulary knowledge (Anglin, 1993; Carlisle, 2000; McBride-Chang et al., 2005; Nagy, Berninger, & Abbott, 2006), very few studies have investigat”