Effect Of Morphological Awareness Research Articles

The Effect of Morphological Awareness on Lexical Knowledge of Grade 7 Learners

There have been studies attesting that morphological awareness could develop vocabulary; yet several articles argued that lexis is a more encompassing linguistic feature than vocabulary. Hence, this quasi-experimental study sought to investigate the effect of morphological awareness on lexical knowledge of Grade 7 learners in a government high school in City of Koronadal, South Cotabato. Two groups with 45 learners each were selected to form the control and experimental groups. The two groups had a satisfactory performance and showed no significant difference in their scores in the beginning of the study. Then, they received the same 12-hour intervention within two weeks. Through dependent samples t-test, the result indicated that there was a significant difference between their scores in the beginning and end of the intervention. Moreover, through independent samples t-test, the result indicated that there was a significant difference between the scores of control and experimental groups in the end of the intervention. The experimental group that received the treatment showed a higher level of lexical knowledge than the control group. Thus, the study concluded that morphological awareness was effective on developing lexical knowledge among Grade 7 learners.

The Effects of Morphological Awareness on L2 Vocabulary Knowledge of Thai EFL Young Learners

Morphological awareness (MA) is the ability to recognize words, identify the association between lexically attached parts of a word and create new lexical forms. Morphological instruction mediates the acquisition of new words and is, therefore, crucial for developing morphological awareness and vocabulary knowledge. Currently, the receptive-productive continuum of MA remains unclear, especially in an EFL context. This quasi-experimental study investigates how MA instruction affects the acquisition of morphologically complicated words and its impact on vocabulary knowledge among young Thai EFL learners. Six receptive and productive MA measures and four vocabulary knowledge measures were administered to 221 EFL young learners. While participants in the control group did not get this instruction, participants in the experimental group received explicit teaching on morphological awareness. A repeated measures ANOVA (with scores on several aspects of affixes as the dependent variable) with experimental and control cohorts and a repeated measure (time point) was conducted to probe Thai young EFL learners’ morphological awareness and vocabulary knowledge. The findings demonstrated an encouraging effect of MA teaching in English language classrooms. Specifically, the participants in the experimental group showed improved performance in both receptive and productive MA. This suggests that the explicit instruction of morphologies may benefit English learners in understanding words and ease vocabulary acquisition. Other implications of these findings are debated, considering current pedagogical practice and theory.

The Effects of Morphological Awareness on EFL Secondary School Students’ Reading Comprehension Skills

This exploratory study examines the impacts of morphological awareness on Saudi female secondary school students’ reading comprehension skills. In particular, it examines the effects of increasing students’ morphological awareness on their reading comprehension skills. Participants included 58 Saudi female secondary school students, who were divided into an experimental group and a control group. The experimental group was taught using a morphemic analysis strategy during their reading classes, whereas the control group attended their usual reading comprehension classes. Pretests and post-tests were prepared to determine the effect of raising students’ awareness of morphological knowledge on their reading comprehension skills. The results indicated a strong positive correlation between the students’ morphological awareness and the improvement of their reading comprehension skills in the post-test. The study, therefore, confirms that the direct instruction of prefixes, suffixes and base words is useful and should be emphasised when teaching because it significantly increases students’ morphological awareness.

The effects of morphological awareness on character recognition and dictation in low-level grades

The effects of morphological awareness on character recognition and dictation in low-level grades

Are morphological awareness and literacy skills reciprocally related? Evidence from a cross-linguistic study.

We examined the direction of the relation between morphological awareness and reading/spelling skills in 2 languages varying in orthographic consistency (English and Greek) and whether word reading fluency and vocabulary mediate the relation between morphological awareness and reading comprehension. One-hundred and 59 English-speaking Canadian and 224 Greek children were assessed 4 times between Grades 1 and 3 on measures of morphological awareness, phonological awareness, word reading fluency, and spelling to dictation. Vocabulary was assessed at the end of Grade 2 and reading comprehension at the end of Grade 2 and at the beginning of Grade 3. Cross-lagged analyses showed that earlier morphological awareness predicted later reading comprehension and spelling in both languages and reading fluency in English. The effect of morphological awareness on reading comprehension was not mediated by word reading fluency in either language, but an indirect effect through vocabulary emerged in English. Earlier reading fluency and spelling predicted later morphological awareness before Grade 3 only in English, but morphological awareness began to predict spelling as early as Grade 1 in Greek. Multigroup analyses further showed that the effects of morphological awareness on reading fluency and the effects of spelling on morphological awareness were stronger in English than in Greek. Theoretical implications of these findings are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

The associations of phonological awareness, morphological awareness, orthographic awareness and RAN with Hong Kong Chinese children’s literacy performance at word level

The present study investigated the relations between some literacy-related cognitive skills and children’s performance in Chinese reading and writing at word level. A total of 128 Hong Kong Chinese children in third and fifth grades participated in this study. Rapid automatic naming (RAN) and morphological awareness accounted for unique variance in Chinese reading accuracy and reading fluency, while RAN and phonological awareness explained unique variance in Chinese spelling, after controlling for children’s age, non-verbal IQ and vocabulary. Moreover, the effects of RAN on reading fluency and spelling, as well as the effect of phonological awareness on spelling, remained significant, whereas the effect of morphological awareness on reading fluency became non-significant when reading accuracy was further controlled. These findings underscore the importance of RAN in Chinese children’s literacy development, and the potential different contributions of metalinguistic skills to Chinese word reading and writing.

Concurrent and Longitudinal Effects of Morphological Awareness on Reading Comprehension Among Chinese-Speaking Children

This study explored the concurrent and longitudinal effects of morphological awareness on the development of reading comprehension among Chinese-speaking children (N = 123, meanage = 8.1 at Time 2). Drawing upon multivariate analyses, the study found that morphological awareness and lexical inferencing ability were intertwined together to predict Chinese children's development of reading comprehension. More importantly, the result revealed that Chinese morphological awareness contributed to reading comprehension across time via the mediation of lexical inferencing ability. The study suggests that Chinese children's morphological sensitivity has a significant impact on lexical inferencing ability, which, in turn, contributes to reading comprehension concomitantly and longitudinally.

Multisyllabic Word Reading as a Moderator of Morphological Awareness and Reading Comprehension

The purpose of this study was to investigate whether the relation between morphological awareness on reading comprehension is moderated by multisyllabic word reading ability in fifth-grade students (N = 169, 53.7% female, 65.2% minority status, 69.2% free/reduced lunch status), oversampled for poor reading skill, when controlling for general knowledge and vocabulary. Based on the lexical quality hypothesis, it was expected that morphological awareness would have a stronger effect on comprehension for children with poor word reading skills, suggesting possible use of morphological awareness for word identification support. Results indicated that neither morphological awareness nor word reading was uniquely associated with reading comprehension when both were included in the model along with vocabulary and general knowledge. Instead, the interaction between word reading and morphological awareness explained significant additional variance in reading comprehension. By probing this interaction, it was determined that the effect of morphological awareness on reading comprehension was significant for the 39% of the sample that had more difficulty reading multisyllabic words but not for students at the higher end of the multisyllabic word reading continuum. We conclude from these results that the relation between morphological awareness and reading comprehension is moderated by multisyllabic word reading ability, providing support for the lexical quality hypothesis. Although we have only correlational data, we suggest tentative instructional practices for improving the reading skill of upper elementary struggling readers.