Awareness of the structure and meaning of morphologically complex words: Impact on reading

By J. Carlisle. 2000

1,082 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/b2d74c0e05ad4f239c0ab6c6182558bb5fa55dce

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In Developmental and Educational Psychology

In Education

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Citations in the corpus

Knowledge of words, knowledge about words: Dimensions of vocabulary in first and second language learners in sixth grade (2012, methodology): “This explanation would be consistent with growing evidence for the importance of derivational morphological awareness as a component of literacy processes in the upper elementary grades (e.g., Carlisle, 2000; Nagy et al., 2006) as well as the general developmental trend of increasingly differentia”
Morphological awareness and early and advanced word recognition and spelling in Dutch (2008, positive): “…evidence of previous studies indicates that there seems to be indeed an independent contribution of morphological awareness to reading skills (Carlisle, 2000; Casalis & Louis-Alexandre, 2000; McBride-Chang, Cho, Liu, Wagner, Shu, Zhou, Cheuk, & Muse, 2005; Singson, Mahony, & Mann, 2000;…”
Morphological awareness and vocabulary acquisition: A longitudinal examination of their relationship in English-speaking children (2015, background): “In contrast, awareness of derived forms tends to appear later and continues to develop into the late elementary and high school grades (Anglin, 1993; Carlisle, 2000; Mahony, 1994).”
Morphological awareness in Spanish-speaking English language learners: within and cross-language effects on word reading (2010, background): “By enabling children to recognize constituent morphemes within a word, morphological awareness improves the accuracy and fluency of decoding (Carlisle, 2000; Nagy et al., 2003, 2006).”
The effects of biliteracy instruction on morphological awareness (2013, methodology): “Each version of the 40-item MAT included 10 items borrowed from oft-cited tests of morphological awareness: 10 in English from Carlisle (2000) and 10 in French from Casalis and Louis-Alexandre (2000).”
Metalinguistic contributions to reading and spelling in second and third grade students (2012, background): “Morphological awareness explains unique variance on measures of reading on its own (e.g., 41–55%; Carlisle, 2000) and contributes roughly 5% additional variance beyond other factors, such as phonemic awareness (Deacon & Kirby, 2004; Deacon, Kirby, & Casselman-Bell, 2009) and short-term memory (Deaco”
Children’s morphological awareness and reading ability (2012, methodology): “Further, it has been argued that morphological awareness may contribute to text comprehension by supporting the interpretation of unknown words (Carlisle, 2000; Nagy et al., 2006).”
A Synthesis of Morphology Interventions and Effects on Reading Outcomes for Students in Grades K–12 (2008, background): “Of the four factors, morphological had the highest correlation with comprehension, and this correlation was considerably higher than that found in previous studies of normally achieving students around the same grade level (Carlisle, 2000).”
Instruction, Student Engagement, and Reading Skill Growth in Reading First Classrooms (2009, background): “Recently, researchers have produced more information about the importance of morphosyntactic awareness (Carlisle, 2000), motivation (Guthrie et al., 2004), parenting and preschool (Morrison et al., 2005), and child characteristic by instruction interactions.”
The importance of morphological awareness in Korean-English biliteracy acquisition (2009, methodology): “It is not until third and fourth grades that children begin to show some explicit understanding of the functions of derivational morphemes (e.g., Anglin, 1993; Carlisle, 2000).”
Morphological Awareness and Chinese Children's Literacy Development: An Intervention Study (2009, background): “According to DeFrancis (1989), Chinese represents more nearly the morphological endpoint of the world’s writing systems.”
Development of morphological awareness in Chinese and English (2003, methodology): “Children were asked to define morphologically complex words by Anglin (1993), Lewis and Windsor (1996), and Carlisle (2000) .”
The Relation of Morphological Awareness and Syntactic Awareness to Adults’ Reading Comprehension (2011, background): “…(i.e., explicit knowledge of the way in which words are built up by combining smaller meaningful units, such as prefixes roots and suffixes; Carlisle, 1995, 2000), syntactic awareness (i.e., understanding of the rules of grammar and the way sentences are constructed; Layton, Robinson, &…”
The incremental variance of morphological knowledge to reading comprehension in grades 3-10 beyond prior reading comprehension, spelling, and text reading efficiency☆ (2012, result): “The strong correlations of morphological knowledge with winter and spring FAIR reading comprehension in all grades except 10 were affirmations of previous research demonstrating strong associations between morphological awareness and reading comprehension (Carlisle, 2000; Deacon & Kirby, 2004; Kieff”