Awareness In Reading Comprehension Research Articles

The relationship between morphological awareness and reading comprehension among early grade Chinese children with reading difficulties: A path analysis

Substantial evidence revealed that morphological awareness could contribute to reading achievement in different alphabetic languages among children with and without reading difficulties. However, as the most spoken non-alphabetic language, there is a paucity of available research on Chinese reading development and impairment. This research focused on evaluating two potential intervening variables through the relationship between morphological awareness and reading comprehension. Compounding awareness, homophone awareness, homograph awareness, in addition to reading ability including character recognition, vocabulary knowledge, and reading comprehension were assessed in this research. Controls of phonological awareness and rapid automatized naming (RAN) were also included in the model. Participants were 200 second-grade students with reading difficulties in Chinese mainland . Path analysis revealed that morphological awareness made a direct contribution to reading comprehension beyond all other variables and this relationship was mediated by character recognition and vocabulary knowledge. Furthermore, two indirect pathways showed a significant difference in this study. The distinctive role of morphological awareness in reading comprehension for Chinese children with reading difficulties and the potential reasons for the significant effect difference between the two indirect pathways were discussed at the end of the study.

The impact of morphological density on reading comprehension in Arabic: A comparison between typically developing and children with reading disabilities.

This study examined the influence of morphological density on reading comprehension in Arabic and whether this influence differs between typical and children with reading disabilities. Morphological density in Arabic is a text feature that refers to using bound morphemes, creating dense words with more morphemes. The participants were 182 fifth-graders, both typical and children with reading disabilities. Children were assessed in reading comprehension by reading texts with low- or high-morphological density. Findings revealed that overall morphological density impacted reading comprehension performance. That is, scores were found to be higher while reading low-density text than high-density text. Moreover, an interaction of morphological density condition by reading proficiency showed no density text effect among typical developing readers. However, a difference was obtained in the children with reading disabilities whereas low-morphological density text score was higher than the score of high-morphological density text. The study highlights the importance of morphological awareness in reading comprehension in Arabic, extending that morphological density plays an important role in this process. The results are discussed in light of the lexical quality hypothesis and simple view of reading model. The findings imply the need of explicit morphological instruction for dense morphological forms.

Syntactic Awareness and Reading Comprehension in Emergent Bilingual Children

The present study investigated the role of syntactic awareness in reading comprehension among English–French bilinguals learning French as an additional language in Canadian French immersion programs. We examined the direct effect of French syntactic awareness on French reading comprehension as well as the indirect effects mediated through French word reading and French vocabulary. We further examined the extent to which English syntactic awareness contributed to French reading comprehension through cross-language transfer, again considering both the direct effect and the indirect effects through French word reading and French vocabulary. Mediation analyses indicated that, within French, the relationship between French syntactic awareness and French reading comprehension was fully mediated by both French word reading and French vocabulary. In contrast, English syntactic awareness contributed directly to French reading comprehension. Finally, French word reading partially mediated the relationship between English syntactic awareness and French reading comprehension. Our study suggests that children who learn French as an additional language rely on word reading and vocabulary, in addition to French syntactic awareness, to comprehend French texts. Given that English is French immersion children’s stronger language, they use English syntactic awareness to support French reading comprehension both directly and indirectly through French word reading.

The dimensionality of morphological awareness in reading comprehension among Chinese early adolescent readers.

Recent research has included multiple measures of morphological awareness to address the dimensionality of morphological construct in the context of modeling skilled reading. However, a majority of studies have an Anglocentric focus. The current study aims to extend the previous studies to logographic learners by evaluating the dimensionality of morphological awareness in higher-order reading comprehension among Chinese adolescent readers. A total of 686 early adolescent students (339 fifth-grade students and 347 sixth-grade students) participated in the study. They completed a series of morphological awareness measurements (morpheme recognition, morpheme discrimination, and compound structure awareness), vocabulary knowledge, lexical inference and reading comprehension. By testing three alternative path models, the study showed that morphological awareness and vocabulary knowledge were best represented as parallel covariates in predicting Chinese reading comprehension. More important, the study highlighted the mediator of lexical inference in associating morphological awareness, vocabulary knowledge and reading comprehension among Chinese readers. Empirical findings suggest that morphological awareness and vocabulary knowledge seem to be under a unitary construct in logographic reading acquisition and that word-meaning inference ability connects the path between morphological awareness and reading comprehension. These findings contribute to the complexity in the conceptualization of Chinese morphological awareness and reading instruction by examining the ways in which the morphological construct supports higher-order reading development.

ANALYSIS OF MORPHOLOGICAL AWARENESS IN READING COMPREHENSION

This research is analyzes morphological awareness in reading comprehension. The purpose of this research was to analyze the morphology of students' reading comprehension, to identify the types of morphological processes in reading comprehension and to describe the morphological processes in reading comprehension.
 The method is used in this research is qualitative method. During the current Pandemic, researchers decided to conduct research online through the Zoom application, this research was conducted by examining Jayabaya University students. There were 6 correspondents from the first semester students from several study programs to be given learning material and interviews. In this study, there are two types of instruments used, namely morphological tests and interviews.
 The way to obtain the results of this research is to analyze morphological awareness in reading comprehension using morphological test instruments and structured interviews. After being given an understanding of morphology, students can take a morphological awareness test in reading comprehension. The results of each student showed a fairly good percentage with the average score they got, namely 92.34.

How Chinese–English Bilingual Fourth Graders Draw on Syntactic Awareness in Reading Comprehension: Within‐ and Cross‐Language Effects

ABSTRACTSyntax, or sentence structure, plays a role in reading comprehension, but how students draw on their awareness of syntax in their reading remains unclear; the mechanism is even more ambiguous in bilingual students. In this study, we evaluated the direct and indirect contributions of syntactic awareness on first‐language Chinese and second‐language English reading comprehension among 227 Hong Kong Chinese–English bilingual fourth graders. We designed language‐shared and language‐unique tasks of syntactic awareness, assessed reading comprehension in both Chinese and English, and took other reading‐related cognitive and metalinguistic measures. We found a statistically significant direct effect of syntactic awareness on reading comprehension within both first‐language Chinese and second‐language English, along with indirect effects via word reading. Moreover, in their reading comprehension within both English and Chinese, students drew on awareness of syntactic features that are shared between English and Chinese more than those unique to either language. Students were also generally more accurate with language‐shared than language‐unique items, further pointing to the possibility of transfer. Our findings clarify dual roles for syntactic awareness in reading comprehension in Chinese and English, as well as transfer of awareness of syntactic structures in the two typologically distinct languages. We discuss these results in relation to theories of both reading comprehension and transfer.

The relations between morphological awareness and reading comprehension in beginner readers to young adolescents

BackgroundMorphological awareness plays a crucial role in supporting higher‐level text processing. We examined its contribution to reading comprehension in children of different ages and ability levels in order to determine when and for whom morphological awareness is of particular importance.MethodsThree groups of children (aged 6–8 years, N = 128; 9–11 years, N = 126; and 12–13 years N = 147) completed judgement and production tasks to measure awareness of compounding, inflections and derivations. Nonverbal reasoning, vocabulary, phonological awareness, word reading and reading comprehension were also assessed.ResultsPrincipal component analysis yielded a single primary factor of morphological awareness for each age group. Separate hierarchical multiple regressions revealed that this morphological awareness factor accounted for significant unique variance in reading comprehension for groups of 6–8 and 12–13 years, beyond age, nonverbal reasoning, vocabulary, phonological awareness and word reading. Vocabulary also uniquely predicted reading comprehension in all three age groups. Quantile regression analyses at three points in the reading comprehension distribution (0.1, 0.5 and 0.9) indicated that morphological awareness and vocabulary predicted reading comprehension to a similar extent across the ability range.ConclusionsOur results clarify the fundamental role of morphological awareness in reading comprehension across all levels of readers. In addition, vocabulary and morphological awareness each make critical contributions to comprehension ability in developing readers across the ability range.

Perceived Use of Metacognitive Strategies by EFL Undergraduates in Academic Reading

While investigations on metacognitive awareness in reading comprehension have yielded inconsistent results despite similar instruments, there is a need to expand the previous studies particularly into Indonesian tertiary EFL context in order to validate the findings. This paper seeks to quantitatively explore perceived use of metacognitive strategies in reading academic texts through an online questionnaire administered to 66 final year EFL undergraduates in an Indonesian university. Generally, the findings suggest moderate to high use of metacognitive strategies. More specifically, the findings demonstrate a high frequency of problem-solving strategies in comparison with the global and support strategies. Least moderate perceived use of several strategies is likely to be influenced by the students’ limited academic reading experience and limited reading schemata. Therefore, this research confirms the previous research that demonstrates problem-solving strategies as mostly perceived strategies by English nonnative students in their reading. The findings also advocate the need for the teaching of several strategies that demonstrate moderate frequencies yet highly needed for academic reading purposes.

Multiple Pathways by Which Compounding Morphological Awareness Is Related to Reading Comprehension: Evidence From Chinese Second Graders

AbstractMorphological awareness, or the knowledge and awareness of morphemes and morphological structures in a language, has been shown to be important to reading. The authors investigated multiple pathways by which compounding morphological awareness is related to reading comprehension: indirect pathways via vocabulary, word reading, and listening comprehension, as well as a direct relation. This question was addressed using data from 325 Chinese (Mandarin)‐speaking second graders. The authors tested alternative structural equation models that compared variations of direct and indirect relations. Results revealed that the two predictors according to the simple view of reading, word reading and listening comprehension, explained 80% of the variance in reading comprehension. Importantly, compounding morphological awareness was directly related to reading comprehension, as well as indirectly via vocabulary, word reading, and listening comprehension. Together, they explained 87% of the total variance in reading comprehension. Moreover, the total effect of compounding morphological awareness on reading comprehension, after accounting for the direct effect (0.18) and indirect effects (0.32) via multiple pathways, was substantial (0.49 standardized regression weight). These results add to growing evidence on the important role of morphological awareness in reading comprehension and highlight the multiple ways that morphological awareness makes a contribution to reading comprehension in Chinese.

Compreensão de leitura e consciência morfológica em crianças do Ensino Fundamental

O objetivo do estudo foi investigar os efeitos da idade e escolaridade no desempenho em compreensão leitora e consciência morfológica, assim como o poder preditivo da consciência morfológica no desempenho em compreensão leitora. Participaram 403 estudantes do 2º ao 9º ano do Ensino Fundamental (Ciclos 1 e 2) de uma cidade do interior do Estado do Paraná (54,3% do sexo feminino). Como instrumentos, foram utilizados o Teste de Cloze (texto “Uma vingança infeliz”) e Tarefas de Avaliação da Consciência Morfológica. Os resultados mostraram que tanto a compreensão em leitura quanto a consciência morfológica sofrem influência desenvolvimental e que a consciência morfológica pode predizer entre 23% e 34% da compreensão leitora.

A multiple-group comparison on the role of morphological awareness in reading: within- and cross-linguistic evidence from Korean ESL and EFL learners

The purpose of the present study was to explore the role of morphological awareness in reading comprehension in different language learning contexts (ESL and EFL). Korean ESL and Korean EFL learners (50 and 257 respectively) in grades five and six were administered measures of L2 (English) morphological, phonological, and orthographic awareness (MA, PA, and OA), as well as reading comprehension. The participants’ L1 (Korean) MA was also measured. The multiple-group path analysis showed that among both group participants’ L2 MA was the greatest predictor for their L2 reading comprehension, when the effect of PA and OA was controlled (within-linguistic perspective). Concerning cross-linguistic perspective, there was a statistically significant difference between the ESL and the EFL groups: the ESL participants’ L1 MA played a positive role in predicting their L2 reading comprehension, but not for their EFL counterparts. Educational implications and research recommendations are discussed in relation to MA’s contribution to reading comprehension.

The role of phonological awareness in reading comprehension

ABSTRACT Purpose: to characterize the performance of 4th grade-Elementary School students with and without signs of reading and writing disorders as for phonological awareness and reading comprehension, and also verify possible correlations between them. Methods: 60 children enrolled in the 4th grade of Elementary School from two public schools, whose parents signed the Informed Consent Form, participated in the present study. They were selected and organized in groups, with and without signs of reading and writing disorders. All students were individually assessed regarding their phonological awareness and reading comprehension of sentences and texts through standardized tests. The data underwent statistical analysis. Results: those with signs of reading and writing disorders showed the lowest performance in the reading comprehension of sentences and texts. A correlation was found between phonological awareness and reading comprehension of sentences and texts in both groups. Conclusion: students with no signs of reading and writing disorders had a higher performance in the skills assessed. The correlation found between phonological awareness and reading comprehension of sentences and texts shows not only the importance of metaphonological skills for a proficient reading, but also for a comprehensive one.

Morphological awareness in reading comprehension:A secondary analysis

Secondary analysis is beneficial to find further information and to get a meta-analytic thinking. Once means, standard deviations, sample sizes, and...

The Effect of Short Message Service on Iranian Lower Intermediate EFL Learners’ Reading Comprehension through Skimming and Guessing Strategies Awareness

The present study tried to investigate the use of Short Message Service (SMS) as a new way to skimming and guessing strategies awareness in reading comprehension, beyond the confines of classroom. To this end, 80 male high school students were selected. To ensure the homogeneity of their proficiency level, Oxford Quick Placement Test (version 2) was administered to them. Fifty five participants were chosen and others were excluded. The participants were assigned into control and experimental groups. Then, they received questions asking them to skim the texts for their main ideas as well as guess the meaning of some new words either on paper or through SMS messages in scheduled pattern of delivery two times a week during eight weeks. After eight weeks, the two groups were compared. The results of t-tests revealed that experimental group, the SMS group, outperformed significantly (p<.05) in both skimming and guessing strategies awareness. But there was no significant difference between reading comprehension skills of two groups.

The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension

Metacognitive reading strategy awareness plays a significant role in reading comprehension and educational process. In spite of its importance, metacognitive strategy has long been the ignored skill in English language teaching, research, learning, and assessment. This lack of good metacognitive reading strategy skill is exacerbated by the central role of reading comprehension in education success. One solution to the problem of poor reading comprehension is the learning of metacognitive reading strategy skills. Metacognitive reading strategy ability needs to be focused in language learning and teaching. The present study is an attempt to find out whether

Derivational morphological awareness, academic vocabulary, and reading comprehension in linguistically diverse sixth graders

This study investigated the multiple roles of morphological awareness in reading comprehension for Spanish-speaking language minority (LM) learners and their native English-speaking (NE) peers. Sixth-grade students (N=137; 82 LM, 55 NE) were assessed on English measures of derivational morphological awareness, morphologically complex academic vocabulary, silent word reading fluency, and reading comprehension. Multiple-group path analyses indicated that morphological awareness made a significant unique contribution to comprehension as well as indirect contributions to comprehension via academic vocabulary and word reading fluency. Predictive relations were the same across language groups, with the exception of the indirect contribution via academic vocabulary, which was greater for NE speakers than for LM learners. Findings extend prior research by confirming the importance of morphological awareness in literacy development for LM learners and specifying particular roles in academic vocabulary and fluency development, suggesting the value of integrating morphology into multifaceted reading instruction in linguistically diverse classrooms.

The Role of Morphological Awareness in Reading Comprehension Among Typical and Learning Disabled Native Arabic Speakers

This work examines the role of morphological awareness in contrast to phonological processing in reading comprehension amongst two groups of native Arabic children: a group with learning disabilities (LD) and a mainstream group who were matched to the LD group in age or reading level. Measures of reading comprehension fluency, phonological skills, and morphological ability were given to both groups in addition to tests of nonverbal ability. For the mainstream children, unique variability in comprehension was predicted by the morphological measures over that of the measures of phonological skills and general nonverbal ability. In contrast, for the LD data, variability in comprehension was not predicted by morphological ability even though the children with LD performed the morphology task as well as their typically developing peers did. These findings are discussed in terms of theories of reading acquisition across languages as well as recommendations for literacy teaching and LD intervention in Arabic.

The Role of Metalinguistic Awareness in the Reading Comprehension of Sixth and Seventh Graders

While it is generally acknowledged that metalinguistic awareness plays a role in decoding ability (National Institute of Child Health and Human Development, 2000), less is known about the role metalinguistic awareness plays in comprehension. In the present study, structural riddles and ambiguous sentences differing in the source of linguistic ambiguity were used to study the importance of metalinguistic awareness in reading comprehension. One hundred sixth and seventh graders were tested on 25 structural riddles and 40 ambiguous sentences. Performance was correlated with scores on the reading comprehension and vocabulary subtests of the GMRT4 (MacGinitie, MacGinitie, Maria, & Dreyer, 2000). It was found that both tasks correlated significantly with reading comprehension and vocabulary. A multiple hierarchical regression found that riddle solving explained unique variance in the reading comprehension scores, after vocabulary was statistically controlled. This is interpreted as evidence that metalinguistic awareness is an ability separate from general linguistic intelligence, which contributes to reading comprehension. The implications for instruction are discussed.

Aspects of linguistic awareness in reading comprehension

AbstractThe relation between reading comprehension and linguistic awareness is discussed in terms of a set of processing skills common to both these activities. Two metalinguistic skill components are identified and examined for their relative contribution to reading comprehension. The general hypothesis is that these skill components explain a significant portion of the variance in reading comprehension. The two skill components are operationalized in terms of a battery of metalinguistic tasks, each of which is claimed (by means of task analysis) to rely primarily on one or the other processing component for its solution. A study is reported in which 8-year-old children are tested with these metalinguistic tasks, general measures of intelligence, and a test of reading comprehension. The results show that the relation among performance on the metalinguistic tasks is strongest for those tasks relying on the same processing skill component and that one of these components is most significant in determining the child's level of reading comprehension. These findings are interpreted in terms of the underlying linguistic processes involved in reading.