Reading ability and sensitivity to morphological relations

By D. Mahony, M. Singson, V. Mann. 2000

350 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6adb661bee19c26926abf3c677758c46f95ff359

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. Kenn Apel
2. Michael J. Kieffer
3. E. Geva
4. Xi Chen
5. Nonie K. Lesaux
6. S. H. Deacon
7. Y. Luo
8. John R. Kirby

In Education

1. Kenn Apel
2. Michael J. Kieffer
3. Nonie K. Lesaux
4. S. H. Deacon
5. E. Geva
6. Xi Chen
7. Emily A. Diehm
8. L. Apel

Citations in the corpus

• Roots and patterns in Hebrew language development: evidence from written morphological analogies (2006, background): “lexical development, a crucial component for academic achievement across the school years (Carlisle, 2000; Mahony, Singson, & Mann, 2000 ).”
• How problems of reading fluency and comprehension are related to difficulties in syntactic awareness skills among fifth graders (2006, background): “Menyuk (1999), for example, suggests that children follow a set of predictable developmental phases to acquire abilities to comprehend and produce language structures, judge the correctness of structures, and make corrections in their own language productions.”
• Using Multiple Measures of Morphological Awareness to Assess its Relation to Reading (2013, background): “Unauthorized reproduction of this article is prohibited. continues to be a unique predictor of literacy skills (Apel, Wilson-Fowler, Brimo, & Perrin, 2012; Deacon & Kirby, 2004; Deacon, Kirby, & Casselman-Bell, 2009; Mahony et al., 2000).”
• The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: a longitudinal study (2011, background): “As derivational suffixes often explicitly mark parts of speech (e.g., -ness often denotes a noun while -ful usually signifies an adjective), knowledge of derivational morphemes provides clues to readers in determining the syntactic structure of a written sentence (Kuo & Anderson, 2006; Mahony, Sing”
• On the relationship between morphological and phonological awareness: Effects of training in kindergarten and in first-grade reading (2009, background): “In addition, studies such as those by Mahony et al. (2000) and Mann & Singson (2003) have shown that as the contribution of morphological awareness in reading increases from the third grade to the first year of middle school, the contribution of phonological awareness (very important in the first…”
• Vocabulary input through extensive reading: A comparison of words found in children's narrative and expository reading materials (2004, background): “1999 ; Hulstijn 2001 ; Loranger 1999 ; Mahony , Singson , and Mann 2000 ; Vacca and Vacca 1996 ; Wesche and Paribakht 2000 ; Yopp and Yopp 2000 ) .”
• The incremental variance of morphological knowledge to reading comprehension in grades 3-10 beyond prior reading comprehension, spelling, and text reading efficiency☆ (2012, background): “Perfetti (2011) refers to these levels of lexical representation as “lexical quality” and suggests that this quality binds word reading and text understanding at all phases of reading acquisition.”
• The role of compound awareness in Chinese children’s vocabulary acquisition and character reading (2009, background): “Berko, 1958; Carlisle, 1995; Derwing & Baker, 1977), awareness of derivational morphology emerges later and continues to develop throughout the elementary and middle school years ( Mahony, Singson, & Mann, 2000; Nagy & Scott, 1990; Singson et al., 2000; Windsor, 2000).”
• Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners: Exploring partial mediation by vocabulary and reading fluency (2012, background): “Although MA, along with more implicit morphological processing, has often been implicated in accurate and efficient word reading (Carlisle & Stone, 2005; Deacon & Kirby, 2004; Deacon et al., 2006; Mahony et al., 2000; Nagy et al., 1989, 2006), it has rarely been investigated as a predictor of passag”
• The Relation of Morphological Awareness and Syntactic Awareness to Adults’ Reading Comprehension (2011, result): “…directly and significantly predicted reading comprehension, which is in accordance with the view that morphological knowledge contributes to reading ability from students in the early school years to college (Carlisle & Nomanbhoy, 1993; Mahony, 1994; Mahony et al., 2000; Tyler & Nagy, 1990).”
• Children’s morphological awareness and reading ability (2012, background): “Previous research had led us to expect that morphological awareness would make a small but significant contribution to reading ability after controlling intelligence and phonological awareness (e.g., Carlisle, 2000; Carlisle & Nomanbhoy, 1993; Mahony et al., 2000; Roman et al., 2009; Roth et al., 20”
• Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. (2006, methodology): “This test was based on research by Berko (1958); Carlisle (1995); Derwing (1976); Derwing, Smith, and Wiebe (1995); Mahony and Mann (1992); and Mahony et al. (2000).”