Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development

By S. H. Deacon, John R. Kirby. Applied Psycholinguistics, 2004

698 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/6c1827c630498e735baa5ce8c726e47af11a8363

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In Developmental and Educational Psychology

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Citations in the corpus

Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. (2006, background): “Deacon and Kirby (2004) found that morphological awareness predicted pseudoword reading in Grades 4 and 5 but not in Grade 3.”
Decoding and Reading Comprehension (2014, neutral): “…samples: R2 = .49 (Blackmore & Pratt, 1997) versus R2 = .79 (Rupley & Willson, 1997) in 6-yearolds; R2 = .13 (Manis et al., 1999) versus R2 = .92 (Katzir et al., 2006) in 7-yearolds; or R2 = .05 (Cain et al., 2004; Oakhill et al., 2003) versus R2 = .80 (Deacon & Kirby, 2004) in 8-year-olds.”
The Relation of Morphological Awareness and Syntactic Awareness to Adults’ Reading Comprehension (2011, background): “Furthermore, morphological awareness measured in second grade significantly predicted students’ reading comprehension in fourth and fifth grades, even with second-grade phonological awareness, reading comprehension, and intelligence controlled (Deacon & Kirby, 2004).”
The contributions of phonology, orthography, and morphology in Chinese–English biliteracy acquisition (2009, result): “The focus of these analyses is also in line with previous research in examining the unique contribution of phonological, orthographic, and morphological awareness to reading skill among monolingual children (e.g., Cunningham et al., 2001; Deacon & Kirby, 2004; Nagy et al., 2003).”
Chinese-English biscriptal reading: cognitive component skills across orthographies (2010, background): “However, there is evidence that morphological awareness explains unique variance in English word reading (e.g., Deacon & Kirby, 2004 ), as well as in reading comprehension, reading vocabulary, spelling, and decoding morphological complex words (e.g., Nagy et al., 2006).”
Morphological Awareness and Word Reading in English Language Learners: Evidence from Spanish- and Chinese-Speaking Children. (2011, background): “Research has convincingly demonstrated that derivational awareness plays a crucial role in English word reading from elementary to high school (Carlisle, 2000; Carlisle & Fleming, 2003; Deacon & Kirby, 2004; Nagy et al., 2003, 2006).”
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): “In addition to its importance to word learning and vocabulary knowledge acquisition, morphological awareness has also been found to be a significant contributor to reading comprehension (e.g., Carlisle, 2000; Deacon & Kirby, 2004; Ku & Anderson, 2003; Nagy et al., 2006).”
The role of compound awareness in Chinese children’s vocabulary acquisition and character reading (2009, background): “Emerging research has shown that morphological awareness is essential for word identification, spelling, and reading comprehension not only in alphabetic languages such as English and French (e.g., Carlisle, 2000; Casalis & Louis-Alexandre, 2000; Deacon & Kirby, 2004 ) but also in non-Latin based l”
Fitting derivational morphophonology into a developmental model of reading (2008, background): “Morphological awareness develops later than PA and is also correlated with PA (Carlisle & Nomanbhoy, 1993; Deacon & Kirby, 2004; Fowler & Liberman, 1995).”