Fitting derivational morphophonology into a developmental model of reading

By Linda Jarmulowicz, S. Hay, Valentina L. Taran, C. Ethington. 2008

92 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b1eebfd8f5803e937ea554523fb6a7add62a6431

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

1. Michael J. Kieffer
2. S. H. Deacon
3. Annie Laroche
4. Nonie K. Lesaux
5. N. Schmitt
6. Kenn Apel
7. Gina Biancarosa
8. Jeannette Mancilla‐Martinez

In Education

1. Michael J. Kieffer
2. S. H. Deacon
3. Annie Laroche
4. Nonie K. Lesaux
5. Kenn Apel
6. Jeannette Mancilla‐Martinez
7. Gina Biancarosa
8. N. Schmitt

Citations in the corpus

• The Relation Between Morphological Awareness and Reading Comprehension: Evidence From Mediation and Longitudinal Models (2014, methodology): “…awareness in these studies was assessed with a variety of measures: a nonword suffix choice task (Kieffer & Box, 2013) and a sentence completion task (Proctor et al., 2012), both presented in both oral and written format, and with a “comes from” task based on Rubin (1988; Jarmulowicz et al., 2008).”