Morphological Awareness and Learning to Read: A Cross-Language Perspective

By Li-Jen Kuo, Richard C. Anderson. 2006

824 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/a9e60dac47959a0ee0e33d5e6bfe8a6cb1f0f49d

How researchers see this paper

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

In Cognitive Neuroscience

1. E. Geva
2. S. H. Deacon
3. Michael J. Kieffer
4. Xi Chen
5. Kenn Apel
6. Y. Kim
7. Annie Laroche
8. Gloria Ramirez

In Developmental and Educational Psychology

1. Michael J. Kieffer
2. E. Geva
3. Kenn Apel
4. Xi Chen
5. S. H. Deacon
6. Nonie K. Lesaux
7. Y. Kim
8. Peter N. Bowers

Citations in the corpus

• Morphological Awareness: A Key to Understanding Poor Reading Comprehension in English. (2011, background): “This is particularly the case given that morphology reflects the convergence of phonological and semantic information in the oral domain (see, e.g., Kuo & Anderson, 2006).”
• The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school (2012, background): “Kuo and Anderson (2006) traced a morphological trajectory as moving from inflectional morphology in very young children (e.g., dog ? s = dogs), to compound morphology (e.g., tooth ? brush = toothbrush), and finally to derivational morphology (e.g., electric ? ity = electricity), which is…”
• Contribution of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge and reading comprehension among advanced EFL learners: testing direct and indirect effects (2011, result): “This finding seems to accord with those of previous L2 studies that have documented a close relationship between morphological and vocabulary knowledge on one hand (Mochizuki & Aizawa, 2000; Schmitt & Meara, 1997), and that between vocabulary knowledge and reading comprehension on the other hand (La”
• Morphological Awareness and Chinese Children's Literacy Development: An Intervention Study (2009, background): “Existing research in either alphabetic or non-alphabetic languages is open to interpretation about the fundamental relationship between morphological awareness and literacy development ( Kuo & Anderson, 2006 ).”
• A Meta-Analysis of Morphological Interventions in English: Effects on Literacy Outcomes for School-Age Children (2013, background): “Based on descriptive research suggesting that morphological knowledge relates to many literacyrelated skills (see Carlisle, 2003; Kuo & Anderson, 2006), we would expect the morphological instructional approaches and content choices just described to improve morphological knowledge, phonological…”
• The role of compound awareness in Chinese children’s vocabulary acquisition and character reading (2009, background): “ Ku & Anderson, 2003; McBride-Change et al., 2003; Wang et al., 2006), who had different degrees of exposure to spoken and written Chinese and English.”