Children’s morphological awareness and reading ability

By John R. Kirby, S. H. Deacon, Peter N. Bowers, Leah Izenberg, Lesly Wade-Woolley, Rauno Parrila. 2012

413 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/39f38df4ddcfd0dd383b257f40046e79deac79d5

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Citations in the corpus

Decoding and Reading Comprehension (2014, neutral): “…(1997); Chen and Vellutino (1997) and Vellutino et al. (2007); Kim, Otaiba, et al. (2011), Kim, Wagner, and Foster (2011), and Kim et al. (2012); Kirby, Ball, Geier, Parrila, and Wade-Woolley (2011) and Kirby et al. (2012); McCutchen and Logan (2011) and McCutchen, Logan, and Biangardi-Orpe (2009).”
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading (2021, background): “Morphological awareness has been shown to exert a direct influence on reading ability (e.g., Gottardo, Mirza, Koh, Ferreira, & Javier, 2018; Kirby et al., 2012; Zhang & Ke, 2020), is implicated in reading difficulties (e.g., Tong, Deacon, Kirby, Cain, & Parrila, 2011), and is widely understood to…”
Using Multiple Measures of Morphological Awareness to Assess its Relation to Reading (2013, background): “Thus, morphological awareness can facilitate word-level reading, reading fluency, and reading comprehension (Kirby et al., 2012).”
The incremental variance of morphological knowledge to reading comprehension in grades 3-10 beyond prior reading comprehension, spelling, and text reading efficiency☆ (2012, background): “Morphological knowledge and reading Research with students above third grade shows consistent evidence of associations of morphological knowledge with both word reading and reading comprehension (e.g., Carlisle, 2000; Deacon & Kirby, 2004; Kieffer & Lesaux, 2008; Kirby et al., 2012; Nagy, Berninger,”
Morphological awareness and vocabulary acquisition: A longitudinal examination of their relationship in English-speaking children (2015, methodology): “Previous research using similar versions of this task suggests that it is appropriate, reliable, and developmentally sensitive for use with children in Grades 2 and 3 (Kirby et al., 2012).”
A Comprehensive Definition of Morphological Awareness: Implications for Assessment (2014, methodology): “The studies using word analogies have varied in whether the response required an inflected or derived word (e.g., Kirby et al., 2012; Roman et al., 2009); all investigations using sentence analogies have required only inflected words (e.g., Bryant et al., 1997).”
The Relation Between Morphological Awareness and Reading Comprehension: Evidence From Mediation and Longitudinal Models (2014, background): “This study provides evidence of a direct relationship between morphological awareness and reading comprehension that is not mediated by word reading skills (see also Kirby et al., 2012; Nagy, Berninger, Abbott, Vaughan, & Vermeulen, 2003).”
How morphology impacts reading and spelling: advancing the role of morphology in models of literacy development (2020, background): “Likewise, research needs to understand the link between morphological awareness and nonword decoding (e.g., Deacon & Kirby, 2004; Kirby et al., 2012), delineating whether this reflects morphological processing or a by-product of metalinguistic awareness acting on word”