Metalinguistic awareness and the vocabulary-comprehension connection.

By William Nagy. 2007

262 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/82f00402f45d82c46c897456bf5d1ec61f780d87

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Citations in the corpus

The Relation Between Morphological Awareness and Reading Comprehension: Evidence From Mediation and Longitudinal Models (2014, background): “In terms of the direct relationship, morphological awareness has been argued to reflect the ability to bring together semantic, phonological, and syntactic information (e.g., Carlisle, 1995), thereby supporting children in the integration necessary in reading comprehension (e.g., Nagy, 2007).”
Evidence for the Importance of Academic Word Knowledge for the Academic Achievement of Diverse Middle School Students (2012, background): “The importance of vocabulary for reading comprehension and academic achievement in general is uncontroversial (Beck, Perfetti, & McKeown, 1982; Carlisle, 2007; McKeown, Beck, Omanson, & Perfetti, 1983; Nagy, 2007; Snow & Kim, 2007; Stahl & Fairbanks, 1986).”
Modeling the Relationships Between Cognitive-Linguistic Skills and Literacy Skills: New Insights From a Transparent Orthography (2011, background): “This seems to be a complex and multifaceted relationship (for reviews, see Anderson & Freebody, 1981; Nagy, 2007; Wagner, Muse, & Tannenbaum, 2007).”
Morphological awareness and vocabulary acquisition: A longitudinal examination of their relationship in English-speaking children (2015, background): “Others have suggested that this result could be the outcome of a reciprocal developmental relationship between morphological awareness and vocabulary knowledge (Muse, 2005; Nagy, 2007).”
Using Translation to Drive Conceptual Development for Students Becoming Literate in English as an Additional Language (2015, background): “…researchers and second-language researchers describe as influential in terms of reading comprehension, particularly with respect to the importance of metalinguistic awareness (August & Shanahan, 2006; Bialystok & Barac, 2012; Mokhtari & Thompson, 2006; Nagy, 2007; Zipke, Ehri, & Cairns, 2009).”
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): “(2006) on English monolinguals and Kieffer and Lesaux (2008) on young ESL learners, could reflect the shared variance of decoding efficiency with morphological awareness and reading comprehension (Nagy, 2007).”
Direct Vocabulary Instruction in Kindergarten: Teaching for Breadth versus Depth (2009, background): “Finally, there is an implicit hypothesis that extended instruction may lead to greater word consciousness or metalinguistic awareness (Nagy, 2007).”
The Role of Oral Language Skills in Reading and Listening Comprehension of Text: A Comparison of Monolingual (L1) and Bilingual (L2) Speakers of English Language. (2014, background): “To what extent can language group differences in text comprehension levels be explained by oral language skills? There is no question that vocabulary and morphosyntactic skills are central for text comprehension (Nagy, 2007).”
Direct and Extended Vocabulary Instruction in Kindergarten: Investigating Transfer Effects (2010, background): “Metalingustic awareness is the ability to reflect on and manipulate various features of language in an active and considerate manner (Nagy, 2007).”
Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners: Exploring partial mediation by vocabulary and reading fluency (2012, background): “In addition, MA may enable readers to use syntactic clues that are encoded in suffixes to comprehend complex sentence structures (Nagy, 2007).”
Cross-Linguistic Transfer of Morphological Awareness in Spanish-Speaking English Language Learners: The Facilitating Effect of Cognate Knowledge (2013, background): “As will be illustrated below, these aspects are important for understanding the meaning of a derived word as well as comprehending the sentence and paragraph the derived word is part of (Kuo & Anderson, 2006; Nagy, 2007).”
The Relation of Morphological Awareness and Syntactic Awareness to Adults’ Reading Comprehension (2011, background): “Also, syntactic awareness was suggested to be associated with both vocabulary and reading comprehension (Nagy, 2007).”