Morphological analysis, phonological analysis and learning to read French: a longitudinal study

By S. Casalis, Marie-France Louis-Alexandre. 2000

331 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/877ca23ea01f4bf5658c0b275aa0ea9c32e6d3a7

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In Developmental and Educational Psychology

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In Statistics and Probability

Citations in the corpus

Morphological Awareness Uniquely Predicts Young Children's Chinese Character Recognition (2003, background): “For example, two recent studies have successfully measured morphological awareness in relatively young children (Casalis & Louis-Alexandre, 2000; Li et al., 2002).”
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”
Morphological awareness in Spanish-speaking English language learners: within and cross-language effects on word reading (2010, background): “has shown that morphological awareness is significantly related to various aspects of literacy development including word identification, vocabulary, and reading comprehension (e.g., Auza, 2003; Carlisle, 2000; Casalis & Louis-Alexandre, 2000; Deacon & Kirby, 2004).”
Morphological awareness and early and advanced word recognition and spelling in Dutch (2008, neutral): “We expected a pattern similar to English and French: morphological awareness was expected to play a signiﬁcant inﬂuence in the grade 6 children as the words that children encounter become morphologically more complex through their progression in school.”
Phonological Skills Are (Probably) One Cause of Success in Learning to Read: A Comment on Castles and Coltheart (2005, background): “It appears that Castles and Coltheart (2004) were motivated to include this design requirement in an attempt to rule out the possibility of a “third variable” influencing the results.”
Development of morphological awareness in Chinese and English (2003, background): “The lion’s share of reading research has investigated awareness of the phonological structure of words (e.g., Blachman, 2000; Bradley & Bryant, 1983; Goswami, 2000; Ho & Bryant, 1997; Shu, Anderson & Wu, 2000), although previous studies have linked morphological awareness and reading proficiency in ”
Influence of the visual attention span on child reading performance: A cross-sectional study (2009, background): “…some environmental variables such as print exposure (Cunningham & Stanovich, 1993) or other cognitive skills – such as morphological awareness (e.g., Casalis & Louis-Alexandre, 2000; Singson et al., 2000) or rapid automatised naming (e.g., Nikolopoulos, Goulandris, Hulme, & Snowling, 2006;…”
Children's Morphological Knowledge: Links to Literacy (2008, neutral): “…awareness; that is, a child’s awareness of the internal, meaning-related structure of words (Carlisle, 1995, 2000; Carlisle & Nomanbhoy, 1993; Casalis & Louis-Alexandre, 2000; Ku & Anderson, 2003; Mahony, Singson, & Mann, 2000; Nagy, Berninger, & Abbott, 2006; Nagy, Berninger, Address…”
Early metalinguistic awareness of derivational morphology: Observations from a comparison of English and French (2009, background): “These links have been shown to survive controls for vocabulary skill in a study by Casalis and Louis-Alexandre (2000), in which kindergarten derivational skills predicted word decoding in Grade 2 and Grade 2 derivational knowledge was a concurrent predictor of both word decoding and reading…”
Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. (2004, background): “…awareness accounted for the major part of the variance in reading accuracy at age 6.5 years but that by the time the children were 7.5 years old, both phonological awareness and grammatical awareness made significant independent contributions to reading accuracy (Casalis & Alexandre, 2000).”