What's in a word?: Morphological awareness and vocabulary knowledge in three languages

By C. McBride-Chang, Twila Tardif, Jeung-Ryeul Cho, Hua Shu, P. Fletcher, S. Stokes, A. Wong, Ka-wai Leung. 2008

237 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/363ade62e53b25a065e38d3a40dc29a570a80fdf

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In Developmental and Educational Psychology

1. Michael J. Kieffer
2. Xi Chen
3. E. Geva
4. Nonie K. Lesaux
5. Y. Luo
6. S. H. Deacon
7. E. Sparks
8. Keiko Koda

Citations in the corpus

• Contribution of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge and reading comprehension among advanced EFL learners: testing direct and indirect effects (2011, background): “Because the majority of words monolingual children encounter in print school materials are multimorphemic words that are semantically transparent (Nagy & Anderson, 1984), morphological awareness has often been found to be a significant contributor to word learning and vocabulary knowledge developmen”
• Development of morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners: A parallel process latent growth curve model (2011, methodology): “…in each skill and of the relationship between them, and thus represents a substantial improvement over the autoregressive techniques used in prior longitudinal studies of morphological awareness (e.g., Deacon et al., 2007; Deacon & Kirby, 2004; McBride-Chang et al., 2008; Nunes et al., 2006).”
• The Norwegian Communicative Development Inventories: Reliability, main developmental trends and gender differences (2014, unknown): “…makes them useful for cross-linguistic comparison (Bleses et al., 2008b; Caselli et al., 1995; Caselli, Casadio, & Bates, 1999; Caselli, Monaco, Trasciani, & Vicari, 2008; Devescovi et al., 2005; Maital, Dromi, Sagi, & Bornstein, 2000; McBride-Chang et al., 2008; Tardif, Gelman, & Xu, 1999).”
• Morphological awareness and vocabulary acquisition: A longitudinal examination of their relationship in English-speaking children (2015, background): “conducted a series of longitudinal cross-lagged regression analyses (Davis & Bryant, 2006; McBride-Chang et al., 2008; Ruffman, Slade, & Crowe, 2002).”
• The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: a longitudinal study (2011, background): “Yet, it is also likely that the exposure to oral and printed words facilitates the development of morphological awareness (Katz, 2004; McBride-Chang et al., 2008).”