The role of morphological awareness in children's vocabulary acquisition in English

Applied Psycholinguistics

Volumn 26, Issue 3, 2005, Pages 415-435

  McBride Chang, Catherine ^a   Wagner, Richard K ^b   Muse, Andrea ^b   Chow, Bonnie W Y ^a   Shu, Hua ^c  

^a CHINESE UNIVERSITY OF HONG KONG   (Hong Kong)

^b FLORIDA STATE UNIVERSITY   (United States)

^c BEIJING NORMAL UNIVERSITY   (China)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 23944473203     PISSN: 01427164     EISSN: None     Source Type: Journal    
DOI: 10.1017/S014271640505023X     Document Type: Review

References (39)

1. Anderson, R. C., & Nagy, W. E. (1991). Word meanings. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 690-724). New York: Longman.
2. Avons, S. E., Wragg, C. A., Cupples, L., & Lovegrove, W. J. (1998). Measures of phonological short-term memory and their relationship to vocabulary development. Applied Psycholinguistics, 19, 583-601.
3. Baker, S. K., Simmons, D. C., & Kameenui, E. J. (1998). Vocabulary acquisition: Research bases. In D. C. Simmons & E. J. Kameenui (Eds.), What reading research tells us about children with diverse learning needs: Bases and basics (pp. 183-217). Mahwah, NJ: Erlbaum.
4. Bentin, S., & Feldman, L. B. (1990). The contribution of morphological and semantic relatedness to repetition priming at short and long lags: Evidence from Hebrew. Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 42A, 693-711.
5. Berko, J. (1958). The child's learning of English morphology. Word, 14, 150-177.
6. Biemiller, A., & Slonim, N. (2001). Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition. Journal of Educational Psychology, 93, 498-520.
7. Bowey, J. A. (2001). Nonword repetition and young children's receptive vocabulary: A longitudinal study. Applied Psycholinguistics, 22, 441-469.
8. Carlisle, J. F. (1995). Morphological awareness and early reading achievement. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 189-209. Mahwah, NJ: Erlbaum.
9. Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169-190.
10. Carlisle, J. F., & Nomanbhoy, D. (1993). Phonological and morphological development. Applied Psycholinguistics, 14, 177-195.
11. Casalis, S., & Louis-Alexandre, M.-F. (2000). Morphological analysis, phonological analysis and learning to read French: A longitudinal study. Reading and Writing: An Interdisciplinary Journal, 12, 303-335.
12. Deacon, S. H., & Kirby, J. R. (2004). Morphological awareness: Just "more phonological"? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223-238.
13. Egan, J., & Pring, L. (2004). The processing of inflectional morphology: A comparison of children with and without dyslexia. Reading and Writing: An Interdisciplinary Journal, 17, 567-591.
14. Fowler, A. E. (1991). How early phonological development might set the state for phonemic awareness. In S. A. Brady & D. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 97-117). Hillsdale, NJ: Erlbaum.
15. Fowler, A. E., & Liberman, I. Y. (1995). The role of phonology and orthography in morphological awareness. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 157-188). Mahwah, NJ: Erlbaum.
16. Gardiner, M. (2000). Expressive One-Word Picture Vocabulary Test-Revised. Novato, CA: Academic Therapy Publications.
17. Gathercole, S. E., Service, E., Hitch, G. J., Adams, A. M., & Martin, A. J. (1999). Phonological short-term memory and vocabulary development: Further evidence on the nature of the relationship. Applied Cognitive Psychology, 13, 65-77.
18. Gathercole, S. E., Willis, C. S., Emslie, H., & Baddeley, A. D. (1992). Phonological memory and vocabulary development during the early school years: A longitudinal study. Developmental Psychology, 28, 887-898.
19. Gonnerman, L. M., Seidenberg, M. S., & Andersen, E. (2005). Graded semantic and phonological similarity effects in priming: Evidence for a distributed connectionist approach to morphology. Manuscript submitted for publication.
20. Kempley, S. T., & Morton, J. (1982). The effects of priming with regularly and irregularly related words in auditory word recognition. British Journal of Psychology, 73, 441-454.
21. Lyytinen, P., & Lyytinen, H. (2004). Growth and predictive relations of vocabulary and inflectional morphology in children with and without familial risk for dyslexia. Applied Psycholinguistics, 25, 397-411.
22. Mann, V. A. (2000). Introduction to special issue on morphology and the acquisition of alphabetic writing systems. Reading and Writing: An Interdisciplinary Journal, 12, 143-147.
23. McBride-Chang, C., Shu, H., Zhou, A., Wat, C. P., & Wagner, R. K. (2003). Morphological awareness uniquely predicts young children's Chinese character recognition. Journal of Educational Psychology, 95, 743-751.
24. Metsala, J. L. (1999). Young children's phonological awareness and nonword repetition as a function of vocabulary development. Journal of Educational Psychology, 91, 3-19.
25. Nagy, W., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19, 304-330.
26. Nagy, W., Berninger, V., Abbott, R., Vaughan, K., & Vermeulen, K. (2003). Relationship of morphology and other language skills to literacy skills in at-risk second-grade readers and at-risk fourth-grade writers. Journal of Educational Psychology, 95, 730-742.
27. Napps, S. E. (1989). Morphemic relationships in the lexicon: Are they distinct from semantic and formal relationships? Memory and Cognition, 17, 729-739.
28. Nunes, T., Bryant, P., & Bindman, M. (1997). Morphological spelling strategies: Developmental stages and processes. Developmental Psychology, 33, 637-649.
29. Packard, J. L. (2000). The morphology of Chinese: A linguistic and cognitive approach. Cambridge: Cambridge University Press.
30. Perfetti, C. A., Beck, I., Bell, L., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283-319.
31. Plaut, D. C., & Gonnerman, L. M. (2000). Are non-semantic morphological effects incompatible with a distributed connectionist approach to lexical processing? Language and Cognitive Processes, 15, 445-485.
32. Plunkett, K., & Marchman, V. (1991). U-shaped learning and frequency effects in a multi-layered perceptron: Implications for child language acquisition. Cognition, 38, 43-102.
33. Plunkett, K., & Marchman, V. (1993). From rote learning to system building: Acquiring verb morphology in children and connectionist nets. Cognition, 48, 21-69.
34. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
35. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Comprehensive Test of Phonological Processing. Austin, TX: Pro-Ed.
36. Walley, A. C. (1993). The role of vocabulary development in children's spoken word recognition and segmentation ability. Developmental Review, 13, 286-350.
37. White, T. G., Power, M. A., & White, S. (1989). Morphological analysis: Implications for teaching and understanding vocabulary growth. Reading Research Quarterly, 24, 283-304.
38. Woodcock, R., McGrew, R., & Mather, N. (2001). Woodcock-Johnson III Test of Achievement. Circle Pines, MN: American Guidance Service.
39. Wysocki, K., & Jenkins, J. R. (1987). Deriving word meanings through morphological generalization. Reading Research Quarterly, 22, 66-81.