Abstract
AbstractThere is a contemporary emphasis on researching the effects of phonological awareness on reading skills though morphological awareness correlates more highly with reading. The purpose of the study was to investigate the patterns of reading errors from a morphological perspective (level of morphological complexity) and lexical category. One hundred and eighty-three Emirati regular education first graders, (54 male and 129 female) were presented with 96 randomly chosen words from the curriculum. Those were classified into lexical categories representing: nouns (43 words, 44.79%), verbs (32 words, 33.33%), adjectives and adverbs (11 words, 11.46%), and function words (i.e. preposition and conjunctions) (10 words, 10.42%). Words were classified into three levels of linguistic difficulty (easy, difficult, and very difficult) according to their morphological complexity. One male teacher participated in data collection to ensure procedural consistency. Nine reading error patterns were identified. Signifi...
Published Version
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