The effects of learning to spell on children’s awareness of morphology

By T. Nunes, P. Bryant, M. Bindman. 2006

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Development of morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners: A parallel process latent growth curve model (2011, methodology): “…in each skill and of the relationship between them, and thus represents a substantial improvement over the autoregressive techniques used in prior longitudinal studies of morphological awareness (e.g., Deacon et al., 2007; Deacon & Kirby, 2004; McBride-Chang et al., 2008; Nunes et al., 2006).”
A Synthesis of Morphology Interventions and Effects on Reading Outcomes for Students in Grades K–12 (2008, background): “Moreover, multiple regression analyses indicate children’s ability to spell both inﬂected and derived words is predictive of their morphological awareness on measures administered a year later (Nunes et al., 2006).”