Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students

Journal of Educational Psychology

Volumn 98, Issue 1, 2006, Pages 134-147

  Nagy, William ^a   Berninger, Virginia W ^b   Abbott, Robert D ^b  

^a SEATTLE PACIFIC UNIVERSITY   (United States)

^b UNIVERSITY OF WASHINGTON   (United States)

Author keywords

Literacy; Morphology; Phonology; Reading; Vocabulary

Indexed keywords

EID: 33645734383     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.98.1.134     Document Type: Review

References (84)

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Anglin, J. M. (1993). Vocabulary development: A morphological analysis. Monographs of the Society of Research in Child Development, 58(10, Serial No. 238).
3. Arnbak, E., & Elbro, C. (2000). The effects of morphological awareness training on the reading and spelling skills of young dyslexies. Scandinavian Journal of Educational Research, 44, 229-251.
4. Assink, E., Vooijs, C., & Knuijt, P. (2000). Prefixes as access units in visual word recognition: A comparison of Italian and Dutch data. Reading and Writing: An Interdisciplinary Journal, 12, 149-168.
5. Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2004). Words their way: Word study for phonics, vocabulary, and spelling instruction (3rd ed.). Upper Saddle River, NJ: Pearson.
6. Bentler, P. M. (1995). EQS structural equations program manual. Encino, CA: Multivariate Software.
7. Berko, J. (1958). The child's learning of English morphology. Word, 14, 150-177.
8. Berninger, V., Abbott, R., Billingsley, F., & Nagy, W. (2001). Processes underlying timing and fluency: Efficiency, automaticity, coordination, and morphological awareness. In M. Wolf (Ed.), Dyslexia, fluency, and the brain (pp. 383-414). Baltimore: York Press.
9. Berninger, V., Nagy, W., Carlisle, J., Thomson, J., Hoffer, D., Abbott, S., et al. (2003). Effective treatment for dyslexies in Grades 4 to 6. In B. Foorman (Ed.), Preventing and remediating reading difficulties: Bringing science to scale (pp. 382-417). Timonium, MD: York Press.
10. Brittain, M. M. (1970). Inflectional performance and early reading achievement. Reading Research Quarterly, 6, 34-48.
11. Bryant, P., Nunes, T., & Bindman, M. (1997a). Backward readers' awareness of language: Strengths and weaknesses. European Journal of Psychology of Education, 12, 357-372.
12. Bryant, P., Nunes, T., & Bindman, M. (1997b). Children's understanding of the connection between grammar and spelling. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 219-240). Mahwah, NJ: Erlbaum.
13. Bryant, P., Nunes, T., & Bindman, M. (2000). The relations between children's linguistic awareness and spelling: The case of the apostrophe. Reading and Writing: An Interdisciplinary Journal, 12, 253-276.
14. Carlisle, J. F. (1995). Morphological awareness and early reading achievement. In L. Feldman (Ed.), Morphological aspects of language processing (pp. 189-209). Hillsdale, NJ: Erlbaum.
15. 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.
16. Carlisle, J. F. (2003). Morphology matters in learning to read: A commentary. Reading Psychology, 24, 291-322.
17. Carlisle, J. (2004). Morphological processes that influence learning to read. In A. Stone, E. Silliman, B. Ehren, & K. Apel (Eds.), Handbook of language and literacy: Development and disorders (pp. 318-339). New York: Guilford Press.
18. Carlisle, J. F., & Fleming, J. (2003). Lexical processing of morphologically complex words in the elementary years. Scientific Studies of Reading, 7, 239-253.
19. Carlisle, J. F., & Nomanbhoy, D. M. (1993). Phonological and morphological awareness in first graders. Applied Psycholinguistics, 14, 177-195.
20. Carlisle, J. F., & Stone, C. A. (2004). The effects of morphological structure on children's reading of derived words. In E. Assink & D. Santa (Eds.), Reading complex words: Cross-language studies (pp. 27-52). Amsterdam: Kluwer.
21. Carlisle, J., Stone, C. A., & Katz, L. (2001). The effects of phonological transparency on reading derived words. Annals of Dyslexia, 51, 249-274.
22. Chafe, W., & Danielewicz, J. (1987). Properties of spoken and written language. In R. Horowitz & S. J. Samuels (Eds.), Comprehending oral and written language (pp. 83-113). San Diego, CA: Academic Press.
23. Champion, A. (1997). Knowledge of suffixed words: A comparison of reading disabled and nondisabled readers. Annals of Dyslexia, 47, 29-55.
24. Chomsky, N., & Halle, M. (1968). The sound pattern of English. New York: Harper & Row.
25. 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.
26. De Jong, N., Schreuder, R., & Baayen, R. H. (2000). The morphological family size effect and morphology. Language and Cognitive Processes, 15, 329-365.
27. Derwing, B. L. (1976). Morpheme recognition and the learning of rules for derivational morphology. Canadian Journal of Linguistics, 21, 38-66.
28. Derwing, B. L., Smith, M. L., & Wiebe, G. E. (1995). On the role of spelling in morpheme recognition: Experimental studies with children and adults. In L. Feldman (Ed.), Morphological aspects of language processing (pp. 3-27). Hillsdale, NJ: Erlbaum.
29. Emde, R. N., & Harmon, R. S. (1984). Continuities and discontinuities in development. New York: Plenum Press.
30. Feldman, L., Frost, R., & Pnini, T. (1995). Decomposing words into their constituent morphemes: Evidence from English and Hebrew. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 947-960.
31. Fowler, A. E., & Liberman, I. Y. (1995). The role of phonology and orthography in morphological awareness. In L. Feldman (Ed.), Morphological aspects of language processing (pp. 189-209). Hillsdale, NJ: Erlbaum.
32. Freyd, P., & Baron, J. (1982). Individual differences in acquisition of derivational morphology. Journal of Verbal Learning and Verbal Behavior, 21, 282-295.
33. Gathercole, S. E., Service, E., Hitch, G., Adams, A., & Martin, A. (1999). Phonological short-term memory and vocabulary development: Further evidence on the nature of the relationship. Applied Cognitive Psychology, 13, 65-77.
34. Goulden, R., Nation, P., & Read, J. (1990). How large can a receptive vocabulary be? Applied Linguistics, 11, 341-363.
35. Graves, M. F. (2004). Teaching prefixes: As good as it gets? In J. Baumann & E. Kame'enui (Eds.), Vocabulary instruction: Research to practice (pp. 81-99). New York: Guilford Press.
36. Henry, M. K. (1988). Beyond phonics: Integrated decoding and spelling instruction based on word origin and structure. Annals of Dyslexia, 38, 259-275.
37. Henry, M. K. (1989). Children's word structure knowledge: Implications for decoding and spelling instruction. Reading and Writing: An Interdisciplinary Journal, 2, 135-152.
38. Henry, M. K. (1993). Morphological structure: Latin and Greek roots and affixes as upper grade code strategies. Reading and Writing: An Interdisciplinary Journal, 5, 227-241.
39. Henry, M. (2003). Unlocking literacy: Effective decoding and spelling instruction. Baltimore: Brookes Publishing.
40. Karlsen, B., & Gardner, E. (1994). Stanford Diagnostic Reading Test (4th ed.). Blue level (Grades 9.0 to 12.9). San Antonio, TX: Harcourt Brace Educational Measurement.
41. Karlsen, B., & Gardner, E. (1995). Stanford Diagnostic Reading Test (4th ed.). Brown level (Grades 6.5 to 8.9). San Antonio, TX: Harcourt Brace Educational Measurement.
42. Karlsen, B., & Gardner, E. (1996). Stanford Diagnostic Reading Test (4th ed.). Purple level (Grades 4.5 to 6.5). San Antonio, TX: Harcourt Brace Educational Measurement.
43. Ku, Y., & Anderson, R. C. (2003). Development of morphological awareness in Chinese and English. Reading and Writing: An Interdisciplinary Journal, 16, 399-422.
44. Laudanna, A., Badecker, W., & Caramazza, A. (1989). Priming homographic stems. Journal of Memory and Language, 28, 531-546.
45. Lovett, M. W. (1999). Redefining and remediating the core deficits of developmental dyslexia: Lessons from remedial outcome research with reading disabled children. In R. Klein & P. McMullen (Eds.), Converging methods for understanding reading and dyslexia. Cambridge, MA: MIT Press.
46. Lovett, M. W., Lacerenza, L., & Borden, S. L. (2000). Putting struggling readers on the PHAST track: A program to integrate phonological and strategy-based remedial reading instruction and maximize outcomes. Journal of Learning Disabilities, 33, 458-476.
47. Mahoney, D. I., & Mann, V. A. (1992). Using children's humor to clarify the relationship between linguistic awareness and early reading ability. Cognition, 45, 163-186.
48. Mahony, D., Singson, M., & Mann, V. (2000). Reading ability and sensitivity to morphological relations. Reading and Writing: An Interdisciplinary Journal, 12, 191-218.
49. Metsala, J. L. (1999). Young children's phonological awareness and non-word repetition as a function of vocabulary development. Journal of Educational Psychology, 91, 3-19.
50. Morris, R. D., Stuebing, K. K., Fleicher, J. M., Shaywitz, S. E., Lyon, G. R., Shankweiler, D. P., el al. (1998). Subtypes of reading disability: Variability around a phonological core. Journal of Educational Psychology, 90, 347-373.
51. Nagy, W. E., & Anderson, R. C. (1984). The number of words in printed school English. Reading Research Quarterly, 19, 304-330.
52. Nagy, W. E., Anderson, R., Schommer, M., Scott, J., & Stallman, A. (1989). Morphological families in the internal lexicon. Reading Research Quarterly, 24, 262-282.
53. 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.
54. Nagy, W., Diakidoy, I., & Anderson, R. (1993). The acquisition of morphology: Learning the contribution of suffixes to the meaning of derivatives. Journal of Reading Behavior, 25, 155-170.
55. Nagy, W. E., & Scott, J. (1990). Word schemas: Expectations about the form and meaning of new words. Cognition and Instruction, 7, 105-127.
56. Napps, S. E. (1989). Morphemic relationships in the lexicon: Are they distinct from semantic and formal relationships? Memory & Cognition, 17, 729-739.
57. Nunes, T., Bryant, P., & Bindman, M. (1997a). Learning to spell regular and irregular verbs. Reading and Writing: An Interdisciplinary Journal, 9, 427-449.
58. Nunes, T., Bryant, P., & Bindman, M. (1997b). Morphological spelling strategies: Developmental stages and processes. Developmental Psychology, 33, 637-649.
59. Nunes, T., Bryant, P., & Olsson, J. (2003). Learning morphological and phonological spelling rules: An intervention study. Scientific Studies of Reading, 7, 289-307.
60. Olson, R., Wise, B., Conners, F., Rack, J., & Fulker, D. (1989). Specific deficits in component reading and language skills: Genetic and environmental influences. Journal of Learning Disabilities, 22, 339-348.
61. Pillon, A. (1998). The pseudoprefixation effect in visual word recognition: A true - neither strategic nor orthographic - morphemic effect. Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 51A, 85-120.
62. Psychological Corporation. (2001). Wechsler Individual Achievement Test, 2nd ed. (WIAT-II). San Antonio, TX: Author.
63. Richards, T., Aylward, E., Raskind, W., Abbott, R., Field, K., Parsons, A., et al. (in press). Converging evidence for triple word form theory in child dyslexies. Developmental Neuropsychology.
64. Richards, T., Berninger, V., Aylward, E., Richards, A., Thomson, J., Nagy, W., et al. (2002). Reproducibility of proton MR spectroscopic imaging: Comparison of dyslexic and normal reading children and effects of treatment on brain lactate levels during language tasks. American Journal of Nauroradiology, 23, 1678-1685.
65. Richards, T., Berninger, V., Nagy, W., Parsons, A., Field, K., & Richards, A. (2005). Brain activation during language task contrasts in children with and without dyslexia: Inferring mapping processes and assessing response to spelling instruction. Educational and Child Psychology, 22, 62-80.
66. Schlagal, R. C. (1992). Patterns of orthographic development into the intermediate grades. In S. Templeton & D. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 31-52). Hillsdale, NJ: Erlbaum.
67. Shankweiler, D., Crain, S., Katz, L., Fowler, A. E., Liberman, A. E., Brady, S. A., et al. (1995). Cognitive profiles of reading disabled children: Comparisons of language skills in phonology, morphology and syntax. Psychological Science, 6, 149-156.
68. Singson, M., Mahony, D., & Mann, V. (2000). The relation between reading ability and morphological skills: Evidence from derivational suffixes. Reading and Writing: An Interdisciplinary Journal 12, 219-252.
69. Stahl, S., & Fairbanks, M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56, 72-110.
70. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
71. Taft, M. (1979). Lexical access via an orthographic code: The basic orthographic syllable structure (BOSS). Journal of Verbal Learning and Verbal Behavior, 18, 21-39.
72. Templeton, S., & Morris, D. (2000). Spelling. In M. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 525-543). Mahwah, NJ: Erlbaum.
73. Treiman, R., & Cassar, M. (1996). Effects of morphology on children's spelling of final consonant clusters. Journal of Experimental Child Psychology, 63, 141-170.
74. Tyler, A., & Nagy, W. (1989). The acquisition of English derivational morphology. Journal of Memory and Language, 28, 649-667.
75. Tyler, A., & Nagy, W. (1990). Use of derivational morphology during reading. Cognition, 36, 17-34.
76. Venezky, R. L. (1970). The structure of English orthography, The Hague, the Netherlands: Mouton.
77. Venezky, R. L. (1999). The American way of spelling: The structure and origins of American English orthography. New York: Guilford Press.
78. Verhoeven, L., & Perfetti, C. (2003). Introduction to this special issue: The role of morphology in learning to read. Scientific Studies of Reading, 7, 209-217.
79. Verhoeven, L., Schreuder, R., & Baayen, H. (2003). Units of analysis in reading Dutch bisyllabic pseudowords. Scientific Studies of Reading, 7, 255-271.
80. Wagner, R., & Torgesen, J. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 191-212.
81. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Comprehensive Test of Phonological Processing. Austin, TX: PRO-ED.
82. White, T., Power, M., & White, S. (1989). Morphological analysis: Implications for teaching and understanding vocabulary growth. Reading Research Quarterly, 24, 283-304.
83. White, T., Sowell, M., & Yanagihara, A. (1989). Teaching elementary students to use word-part clues. Reading Teacher, 42, 302-308.
84. Woodcock, R. W. (1987). Woodcock Reading Mastery Tests - Revised. Circle Pines, MN: AGS Publishing.