This study examined the nature of morphology-based cross language transfer from Korean to reading and writing acquisition in English and Chinese among Korean-speaking 9th graders who had studied English for seven years and Chinese for one year as foreign languages. One hundred and sixty students were administered a set of comparable Korean (L1), English (L2), and Chinese (L3) tasks tapping into...

PURPOSE The relations of phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling were examined for 304 first-grade children who were receiving differentiated instruction in a Response to Intervention (RtI) model of instruction. METHOD First-grade children were assessed on their phonological, orthographic, and morphological awareness; expressive voca...

This study addressed the development of and the relationship between foundational metalinguistic skills and word reading skills in Arabic. It compared Arabic-speaking children’s phonological awareness (PA), morphological awareness, and voweled and unvoweled word reading skills in spoken and standard language varieties separately in children across five grade levels from childhood to adolescence...

In the context of observations that students lack mastery of elementary reading comprehension in Malayalam even by the end of 5-7 years of formal schooling, this study applies multiple regression analysis for reading comprehension. Longitudinal survey data from a representative sample of 159 lower primary students from grade 2 to 4 revealed Reading Comprehension as significantly and positively ...

This study investigated the relations of three aspects of morphological awareness to word recognition and spelling skills of Dutch speaking children. Tasks of inflectional and derivational morphology and lexical compounding, as well as measures of phonological awareness, vocabulary and mathematics were administered to 104 first graders (mean age 6 years, 11 months) and 112 sixth graders (mean a...

An increasing body of research provides evidence that socioeconomic status (SES) was significantly related to children's reading development; however, the psychological mechanism underlying the association between them remained an open question. The present study is designed to test the hypothesized three-path effect of vocabulary knowledge and morphological awareness as mediators between SES a...

Using structural equation modeling the authors evaluated the contribution of morphological awareness, phonological memory, and phonological decoding to reading comprehension, reading vocabulary, spelling, and accuracy and rate of decoding morphologically complex words for 182 4thand 5th-grade students, 218 6thand 7th-grade students, and 207 8thand 9th-grade students in a suburban school distric...