The effects of morphological versus phonological awareness training in kindergarten on reading development

By S. Lyster. 2002

119 citations recorded by the source corpus.

Subfields: Computer Networks and Communications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/91517c291f725055cb7bfc4da7d72c912302292f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Networks and Communications

1. Richard C. Anderson
2. Li-Jen Kuo
3. D. Reed
4. Kenn Apel

In Developmental and Educational Psychology

1. Li-Jen Kuo
2. Kenn Apel
3. Richard C. Anderson
4. D. Reed
5. Michael J. Kieffer
6. Xi Chen
7. E. Geva
8. S. H. Deacon

In Education

1. Li-Jen Kuo
2. Richard C. Anderson
3. D. Reed
4. Kenn Apel
5. Robyn M. Gillies
6. E. Michael Nussbaum
7. Amanda P. Goodwin
8. Soyeon Ahn

Citations in the corpus

• A Comprehensive Definition of Morphological Awareness: Implications for Assessment (2014, background): “A few researchers have used blending or segmenting tasks to assess students’ morphological awareness skills (e.g., Casalis et al., 2004; Lyster, 2002).”
• Morphological Awareness and Learning to Read: A Cross-Language Perspective (2006, background): “Lyster (2002) found in a longitudinal study with Norwegian-speaking kindergarteners that morphological training not only had an immediate effect, but also a long-term effect on reading achievement.”
• A Synthesis of Morphology Interventions and Effects on Reading Outcomes for Students in Grades K–12 (2008, background): “None of the research conducted in English attempted to directly intervene in students’ reading comprehension, although intervention research in more orthographically shallow languages would suggest it is profitable and independent of phonological improvement (Arnbak & Elbro, 2000; Lyster, 2002).”
• A Meta-Analysis of Morphological Interventions in English: Effects on Literacy Outcomes for School-Age Children (2013, unknown): “Scientific Studies of Reading, 17:257–285, 2013 Copyright © 2013 Society for the Scientific Study of Reading ISSN: 1088-8438 print/1532-799X online DOI: 10.1080/10888438.2012.689791 A Meta-Analysis of Morphological Interventions in English: Effects on Literacy Outcomes for School-Age Children Amanda”