The Effects of Morphological Awareness Training on the Reading and Spelling Skills of Young Dyslexics

By Elisabeth Arnbak, Carsten Elbro. 2000

184 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/ae56f2a1c4ea9850c1641556b193bb29627bdd6f

How researchers see this paper

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

In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Growth and predictive relations of vocabulary and inflectional morphology in children with and without familial risk for dyslexia (2004, background): “In contrast, the role played by morphological awareness as a preparatory precursor to reading acquisition has earned only a little attention, despite the interesting connections shown by these domains (Arnbak & Elbro, 2000).”
A Meta-Analysis of Morphological Interventions in English: Effects on Literacy Outcomes for School-Age Children (2013, background): “Scientific Studies of Reading, 17:257–285, 2013 Copyright © 2013 Society for the Scientific Study of Reading ISSN: 1088-8438 print/1532-799X online DOI: 10.1080/10888438.2012.689791 A Meta-Analysis of Morphological Interventions in English: Effects on Literacy Outcomes for School-Age Children Amanda”
Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. (2006, background): “Instruction in morphological awareness has in fact been found to have a significant impact on reading ability (e.g., Arnbak & Elbro, 2000; Berninger et al., 2003; Nunes, Bryant, & Olsson, 2003).”
Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review (2020, methodology): “Five studies used nonstandardized tests to evaluate at least one of the outcome measures (Arnbak & Elbro, 2000; Ferraz et al., 2018; Gustafson et al., 2007; Kast et al., 2007; Oakland et al., 1998).”
On the relationship between morphological and phonological awareness: Effects of training in kindergarten and in first-grade reading (2009, background): “In a study designed to improve the reading performance of 10- and 12-year-old dyslexic children, Elbro & Arnbak (1996; see also Arnbak & Elbro, 2000) proposed remediation – based on the morphological analysis of aurally-presented words – as an alternative strategy for word recognition.”
Morphological Awareness and Chinese Children's Literacy Development: An Intervention Study (2009, background): “Similarly, Arnbak and Elbro (2000) found that training in morphology improved the reading and spelling of dyslexic Danish children.”
Morphological Awareness Skills of English Language Learners and Children With Dyslexia (2008, background): “Previous research has also shown that students 15 with dyslexia and poor readers have poorer morphological awareness skills than normally achieving readers (e.g., Arnbak & Elbro, 2000; Casalis, Cole, & Sopo, 2004; Elbro, 1990; Elbro & Arnbak, 1996; Mahony, 1994).”
Morphological Awareness and Learning to Read: A Cross-Language Perspective (2006, background): “In fact, intervention studies have shown that morphological awareness training does not have any significant effect on reading nonwords (e.g., Arnbak & Elbro, 2000).”
The development of reading comprehension skills in children learning English as a second language (2011, background): “The ability to segment words into meaning subunits eases the load on working memory, and thus facilitates spelling and even reading comprehension (Arnbak & Elbro, 2000).”