Fitting derivational morphophonology into a developmental model of reading

Reading and Writing

Volumn 21, Issue 3, 2008, Pages 275-297

  Jarmulowicz, Linda ^a   Hay, Sarah E ^a   Taran, Valentina L ^a   Ethington, Corinna A ^a  

^a UNIVERSITY OF MEMPHIS   (United States)

Author keywords

Derivational morphology; Metalinguistic skill; Reading comprehension; School aged children

Indexed keywords

EID: 39749089244     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11145-007-9073-y     Document Type: Article

References (50)

1. American Speech-Language-Hearing Association. (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents (position statement, executive summary of guidelines, technical report). ASHA Supplement 21, 17-28. Rockville, MD: Author.
2. Anglin, J. M. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, 58, 1-166.
3. Berko, J. (1958). The child's learning of English morphology. Word, 14, 150-177.
4. 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.
5. Carlisle, J. F., & Fleming, J. (2003). Lexical processing of morphologically complex words in the elementary years. Scientific Studies of Reading, 7, 239-254.
6. Carlisle, J. F., & Nomanbhoy, D. M. (1993). Phonological and morphological awareness in first grade. Applied Psycholinguistics, 14, 177-195.
7. Carlisle, J. F., & Stone, C.A. (2005). Exploring the role of morphemes in word reading. Reading Research Quarterly, 40, 428-449.
8. Carlisle, J. F., Stone, C. A., & Katz, L. A. (2001). The effects of phonological transparency on reading derived words. Annals of Dyslexia, 51, 249-274.
9. Casalis, S., Colé, P., Sopo, D. (2004). Morphological awareness in developmental dyslexia. Annals of Dyslexia, 54, 114-138.
10. Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3, 331-361.
11. Clarke-Klein, S., & Hodson, B. W. (1995). A phonologically based analysis of misspellings by third graders with disordered-phonology histories. Journal of Speech and Hearing Research, 38, 839-849.
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. Derwing, B. L., Baker, W. J. (1979). Recent research on the acquisition of English morphology. In P. Fletcher, M. Garman (Ed.), Language acquisition: Studies in first language development (1st ed.). Cambridge, England: Cambridge University Press.
14. Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panels' meta-analysis. Reading Research Quarterly, 36, 250-287.
15. Fowler, A. E., & Liberman, I. Y. (1995). The role of phonology and orthography in morphological awareness. In L. B. Feldman (Eds.), Morphological aspects of language processing Mahwah, NJ: Erlbaum.
16. Gathercole, S. E., & Baddeley, A. D. (1990). The role of phonological memory in vocabulary acquisition: A study of young children learning new names. British Journal of Psychology, 81, 439-454.
17. Hogan, T. P., Catts, H. W., & Little, T. D. (2005). The relationship between phonological awareness and reading: Implications for the assessment of phonological awareness. Language, Speech, and Hearing Services in Schools, 36, 285-293.
18. Jarmulowicz, L. D. (2002). English derivational suffix frequency and children's stress judgments. Brain and Language, 81, 192-204.
19. Jarmulowicz, L. (2006). School-aged children's phonological production of derived English words. Journal of Speech, Language, and Hearing Research, 49, 294-308.
20. Jarmulowicz, L., Taran, V., & Hay, S. (in press). Third graders' metalinguistic skills, reading skills, and stress production in derived English words. Journal of Speech, Language, and Hearing Research.
21. Leong, C. K. (1989). Productive knowledge of derivational rules in poor readers. Annals of Dyslexia, 39, 94-115.
22. MacDonald, G. W., & Cornwall, A. (1995). The relationship between phonological awareness and reading and spelling achievement eleven years later. Journal of Learning Disabilities, 28, 523-527.
23. Mann, V., & Singson, M. (2003). Linking morphological knowledge to English decoding ability: Large effects of little suffixes. In E. M.H. Assink, & D. Sandra (Eds.), Reading complex words: cross-language studies. New York: Kluwer Academic/Plenum Publishers.
24. McBride-Chang, C., Wagner, R. K., Muse, A., Chow, B. W.-Y., & Shu, H. (2005). The role of morphological awareness in children's vocabulary acquisition in English. Applied Psycholinguistics, 26, 415-435.
25. McGregor, K. K. (2004). Developmental dependencies between lexical semantics and reading. In C. A. Stone, E. R. Silliman, B. J. Ehren & K. Apel (Eds.), Handbook of language and literacy New York: Guilford Press.
26. Nagy, W., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19, 304-330.
27. Nagy, W., Berninger, V. W., & Abbott, R. D. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students [Electronic version]. Journal of Educational Psychology, 98, 134-147.
28. 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 [Electronic version]. Journal of Educational Psychology, 95, 730-742.
29. Nagy, W. E., Diakidoy, I.-A. N., & Anderson, R. C. (1993). The acquisition of morphology: Learning the contribution of suffixes to the meanings of derivatives. Journal of Reading Behavior, 25, 155-170.
30. Nation, K., & Snowling, M. J. (2004). Beyond phonological skills: broader language skills contribute to the development of reading. Journal of Research in Reading, 27, 342-356.
31. O'Connor, R. E., Jenkins, J. R., & Slocum, T. A. (1995). Transfer among phonological tasks in kindergarten: Essential instructional content. Journal of Educational Psychology, 87, 202-217.
32. Pedhazur, E. (1982). Multiple regression in behavioral research: Explanation and prediction (2nd ed.). Orlando, FL: Harcourt Brace Jovanovich.
33. Rubin, H. (1988). Morphological knowledge and early writing ability. Language and Speech, 31, 337-355.
34. Rubin, H., Patterson, P. A., & Kantor, M. (1991). Morphological development and writing ability in children and adults. Language, Speech, and Hearing Services in Schools, 22, 228-235.
35. Rudell, M. R. (1994). Vocabulary knowledge and comprehension: A comprehension-process view of complex literacy relationships. In R. B. Rudell, M. R. Rudell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed.). (pp. 414-447). Newark, DE: International Reading Association.
36. Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis [Electronic version]. Journal of Educational Psychology, 96, 265-282.
37. Semel, E., Wiig, E., & Secord, W. A. (2004). Clinical evaluation of language fundamentals-4. San Antonio,TX: Psychological Corporation.
38. Shankweiler, D., Crain, S., Katz, L., Fowler, A. E., Liberman, A. M., Brady, S. A., Thornton, R., Lundquist, E., Dreyer, L., Fletcher, J. M., Stuebing, K. K., Shaywitz, S. E., & Shaywitz, B. A. (1995). Cognitive profiles of reading-disabled children: Comparison of language skills in phonology, morphology, and syntax. Phonological Science, 6, 149-156.
39. Shankweiler, D., Lundquist, E., Katz, L., Stuebing, K. K., Fletcher, J. M., Brady, S., Fowler, A., Dreyer, L. G., Marchione, K. E., Shaywitz, S. E., & Shaywitz, B. A. (1999). Comprehension and decoding: Patterns of association in children with reading disabilities. Scientific Studies of Reading, 3, 69-94.
40. 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.
41. Snow, C. E. (1991). The theoretical basis for relationships between language and literacy in development. Journal of Research in Childhood Education, 6, 5-10.
42. Stahl, S. A., & Murray, B. A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86, 221-234.
43. Wagner, R. K., & Torgesen, J.K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
44. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Comprehensive Test of Phonological Processing. Austin, TX: PRO-ED Inc.
45. Whalley, K., & Hansen, J. (2006). The role of prosodic sensitivity in children's reading development. Journal of Research in Reading, 29, 288-303.
46. Windsor, J. (2000). The role of phonological opacity in reading achievement. Journal of Speech, Language, and Hearing Research, 43, 50-61.
47. Windsor, J., & Hwang, M. (1999). Children's auditory lexical decisions: A limited processing capacity account of language impairment. Journal of Speech, Language, and Hearing Research, 42, 990-1002.
48. Wolfle, L. M., & Ethington, C. A. (1985). GEMINI: Program for analysis of structural equations with standard errors of indirect effects. Behavior Research Methods, Instruments and Computers, 17, 581-584.
49. Wood, C. (2006). Metrical stress sensitivity in young children and its relationship to phonological awareness and reading. Journal of Research in Reading, 29, 270-287.
50. Woodcock, R. (1998). The Woodcock Reading Mastery Test-Revised/Normative Update. Circle Pines, MN: American Guidance Service.