This exploratory study aimed to determine the effects of explicit instruction about morphological structure on the spelling of derived words. A cross-sectional ability level-design was employed in order to determine differences in response to instruction between dyslexic students aged 13 + years and age-matched and spelling level matched control groups. The study was based on the word-pair para...

Morphology is a major organising principle of English and other alphabetic languages, but has been largely neglected in theories of reading acquisition. In this article, I develop the view that learning to appreciate morphological relationships may be a vital part of acquiring a direct mapping between printed words and their meanings, represented in the ventral brain pathway of the reading netw...

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...

Morphological awareness (MA) is the ability to recognize words, identify association between lexically attached parts of a word and create new lexical forms. instruction mediates acquisition words is, therefore, crucial for developing morphological vocabulary knowledge. Currently, receptive-productive continuum MA remains unclear, especially in an EFL context. This quasi-experimental study inve...

PURPOSE The purpose of this study was twofold. First, we investigated whether first-grade children evidenced morphological awareness and whether they used their knowledge of morphological relations to guide their spelling. Second, we sought to determine whether children's morphological awareness abilities were predictive of their performance on word-level reading and spelling measures. METHOD...