Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students.

By William Nagy, Virginia W. Berninger, Robert D. Abbott. 2006

982 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/92d3628450df20cf5387e5329c36fe1a0ae71f4f

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners: Exploring partial mediation by vocabulary and reading fluency (2012, background): “Supporting a partially mediating role for vocabulary Findings from the current study converge with previous empirical findings (e.g., Nagy et al., 2006) as well as a common theoretical argument (e.g., Kuo & Anderson, 2006; Stahl & Nagy, 2006) in suggesting that an important role for MA involves the…”
How morphology impacts reading and spelling: advancing the role of morphology in models of literacy development (2020, background): “Accumulating evidence shows that English-speaking children engage in morphological decoding, or use morphemes in word reading (Deacon et al., 2017; Nagy et al., 2006; see also morphological decomposition, Verhoeven & Perfetti, 2011).”
Words as Tools: Learning Academic Vocabulary as Language Acquisition (2012, background): “Nagy, Berninger, and Abbott (2006) found that morphological awareness made a signiﬁcant unique contribution to the rate (and for three out of four measures, the accuracy as well) of decoding morphologically complex words for students in eighth and ninth grades.”
Longitudinal Predictors of Word Reading Development (2008, background): “By parsing words for meanings of component parts, a reader may be able to understand the meaning of new, morphologically complex words (Carlisle & Fleming, 2003; Nagy et al., 2006).”
Metalinguistic contributions to reading and spelling in second and third grade students (2012, background): “Across multiple studies, researchers have demonstrated that children’s morphological awareness is related to their spelling, wordlevel reading, and reading comprehension abilities (e.g., Elbro & Arnbak, 1996; Nagy, Berninger, & Abbott, 2006; Rubin, 1991; Wolter et al., 2009).”
Morphological Awareness: A Key to Understanding Poor Reading Comprehension in English. (2011, result): “Nagy et al. (2006) reported similar findings; morphological awareness, indexed by both derivational and inflectional tasks, accounted for unique variance in reading comprehension in children in Grades 4–9, over and above vocabulary.”
Morphological Awareness and Word Reading in English Language Learners: Evidence from Spanish- and Chinese-Speaking Children. (2011, background): “Research has convincingly demonstrated that derivational awareness plays a crucial role in English word reading from elementary to high school (Carlisle, 2000; Carlisle & Fleming, 2003; Deacon & Kirby, 2004; Nagy et al., 2003, 2006).”
A Window Into Early Literacy: Exploring the Cognitive and Linguistic Underpinnings of Invented Spelling (2008, background): “Awareness of morphology has been shown to be associated with learning conventional spellings in older children ( Deacon & Bryant, 2005 ; Nagy, Berninger, & Abbott, 2006 ).”
Early metalinguistic awareness of derivational morphology: Observations from a comparison of English and French (2009, background): “Mann and Singson (2003) proposed that older children parse morphologically complex words into base and suffix to apply morphophonological rules to increase decoding accuracy (see also Nagy et al., 2006).”
Morphological Awareness, Orthographic Knowledge, and Spelling Errors: Keys to Understanding Early Chinese Literacy Acquisition (2009, background): “Note that the way in which morphological awareness has been measured in Chinese children thus far has differed substantially from the focus on inflectional or derivational morphology typically examined in studies of children learning to read alphabetic scripts (eg, Deacon et al, 2007 ; Nagy, Berni”