Metalinguistic contributions to reading and spelling in second and third grade students

By Kenn Apel, Elizabeth Wilson-Fowler, Danielle Brimo, N. Perrin. 2012

184 citations recorded by the source corpus.

How researchers see this paper

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A Comprehensive Definition of Morphological Awareness: Implications for Assessment (2014, background): “Finally, some experimenter-designed production tasks require students to read (e.g., Carlisle, 2000) or spell multimorphemic words (e.g., Apel et al., 2012; Kirk & Gillon, 2009).”
Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER) (2017, background): “…of word reading proficiency such as phonological awareness, orthographic symbol knowledge, orthographic awareness, and morphological awareness (Apel et al., 2012; Kim et al., 2013; Schatschneider et al., 2004), as well as those for reading comprehension such as background knowledge, text…”
Using Multiple Measures of Morphological Awareness to Assess its Relation to Reading (2013, methodology): “Several other investigators have used production tasks that required students to define (e.g., Jeon, 2011; Tsesmeli & Seymour, 2006), read (e.g., Carlisle, 2000), or spell multimorphemic words (e.g., Apel et al., 2012; Kirk & Gillon, 2007).”