On the relationship between morphological and phonological awareness: Effects of training in kindergarten and in first-grade reading

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A Comprehensive Definition of Morphological Awareness: Implications for Assessment (2014, methodology): “The cloze procedure has been a typical means for assessing students’ productive morphological awareness abilities (e.g., Apel et al., 2013; Apel & Lawrence, 2011; Casalis & Cole, 2009; McCutchen et al., 2008; Wolter et al., 2009).”
Early metalinguistic awareness of derivational morphology: Observations from a comparison of English and French (2009, background): “Later studies focused only on suffixes in the same type of production task and found a production accuracy rate for words of 76% for 7-year-olds (Casalis et al., 2004) and a rate of approximately 50% for mixed word and nonword stimuli among 5-year-olds (Casalis & Colé, 2009).”
A Meta-Analysis of Morphological Interventions in English: Effects on Literacy Outcomes for School-Age Children (2013, background): “…in English and Spanish and seven studies with instruction in languages other than English (Arnbak & Elbro, 2000; Cañado, 2006; Carlo et al., 2004; Casalis & Cole, 2009; Chow, McBride-Chang, Cheung, & Chow, 2008; Elbro & Arnbak, 1996; Lyster, 2002; Morin, 2003; Packard et al., 2006; Tomesen &…”