A Meta-Analysis of Morphological Interventions in English: Effects on Literacy Outcomes for School-Age Children

By Amanda P. Goodwin, Soyeon Ahn. 2013

359 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/8a1f32e6ef458bf8f844b6b8de2cb8b1423f38c4

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Beyond Phonics: The Case for Teaching Children the Logic of the English Spelling System (2017, methodology): “In addition, Goodwin and Ahn (2013) carried out a meta-analysis of morphological studies carried out on students from the general population.”
Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). (2019, background): “…foundational oral language skills (vocabulary and grammatical knowledge) interact with knowledge of phonology and semantics (i.e., morphology; Goodwin & Ahn, 2013; Kuo & Anderson, 2006; Nagy & Anderson, 1984), and with inference (Currie & Cain, 2015; Kim, 2016, 2017a; Lepola et al., 2012).”
A Comprehensive Definition of Morphological Awareness: Implications for Assessment (2014, background): “Furthermore, recent reviews of morphological awareness interventions have demonstrated that instruction in morphological awareness can lead to improvement in students’ written language abilities (Bowers, Kirby, & Deacon, 2010; Goodwin & Ahn, 2013).”
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading (2021, background): “Further, instruction in morphological awareness has been shown to foster reading achievement in students with and without reading disabilities (e.g., Goodwin & Ahn, 2010, 2013).”
Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review (2020, background): “In line with the work of Weiser and Mathes (2011), Squires and Wolter (2016), and Goodwin and Ahn (2010, 2013), we expect effects to be significant for phonics, orthographic, or morphological instructions (Hypotheses 2).”
The Science of Reading Comprehension Instruction (2021, background): “Instruction in morphological awareness affects many contributors to reading comprehension, and more intensive morphological awareness instruction positively affects reading comprehension directly (e.g., Goodwin & Ahn, 2013).”