Contributions of morphological awareness skills to word-level reading and spelling in first-grade children with and without speech sound disorder

Journal of Speech, Language, and Hearing Research

Volumn 54, Issue 5, 2011, Pages 1312-1327

  Apel, Kenn ^a   Lawrence, Jessika ^a  

^a FLORIDA STATE UNIVERSITY   (United States)

Author keywords

Morphological awareness; Reading; Speech sound disorder; Spelling

Indexed keywords

ARTICLE; AWARENESS; CASE CONTROL STUDY; CHILD; CONCEPT FORMATION; FEMALE; HUMAN; LANGUAGE DEVELOPMENT; LINGUISTICS; MALE; PATHOPHYSIOLOGY; PHONETICS; READING; REFERENCE VALUE; SPEECH ANALYSIS; SPEECH DISORDER;

ARTICULATION DISORDERS; AWARENESS; CASE-CONTROL STUDIES; CHILD; CONCEPT FORMATION; FEMALE; HUMANS; LANGUAGE DEVELOPMENT; LINGUISTICS; MALE; PHONETICS; READING; REFERENCE VALUES; SPEECH ARTICULATION TESTS;

EID: 80054117128     PISSN: 10924388     EISSN: None     Source Type: Journal    
DOI: 10.1044/1092-4388(2011/10-0115)     Document Type: Article

References (58)

1. Angwin, A. J., Chenery, H. J., Coland, D. A., Cardell, E. A., Murdoch, B. E., & Ingram, J. C. L. (2006). Searching for the trace: The influence of age, lexical activation and working memory on sentence processing. Journal of Psycholinguistic Research, 35, 101-117.
2. Apel, K., & Masterson, J. J. (2001). Theory-guided spelling assessment and intervention: A case study. Language, Speech, and Hearing Services in Schools, 32, 182-195.
3. Apel, K., Masterson, J. J., & Hart, P. (2004). Integration of language components in spelling: Instruction that maximizes students' learning. In E. R. Silliman & L. C. Wilkinson (Eds.), Language and literacy learning in schools (pp. 292-315). New York, NY: Guilford.
4. Apel, K., Masterson, J. J., & Niessen, N. L. (2004). Spelling assessment frameworks. In A. Stone, E. R. Silliman, B. Ehren, & K. Apel (Eds.), Handbook of language and literacy: Development and disorders (pp. 644-660). New York, NY: Guilford.
5. Apel, K., & Thomas-Tate, S. (2009). Morphological awareness skills of fourth grade African American students. Language, Speech, and Hearing Services in Schools, 40, 312-324.
6. Apel, K., Wilson-Fowler, E. B., Brimo, D., & Perrin, N. (in press). Metalinguistic contributions to reading and spelling in second and third grade students. Reading and Writing.
7. Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2000). Words their way: Word study for vocabulary and spelling instruction (3rd ed.). Upper Saddle River, NJ: Pearson Education.
8. Bernhardt, B., & Major, E. (2005). Speech, language and literacy skills 3 years later:Afollow-up study of early phonological and metaphonological intervention. International Journal of Language and Communication Disorders, 40, 1-27.
9. Bird, J., Bishop, D. V. M., & Freeman, N. H. (1995). Phonological awareness and literacy development in children with expressive phonological impairments. Journal of Speech and Hearing Research, 38, 446-462.
10. Bishop, D. V., & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. The Journal of Child Psychology and Psychiatry, 31, 1027-1050.
11. Cain, K. (2007). Syntactic awareness and reading ability: Is there any evidence for a special relationship? Applied Psycholinguistics, 28, 679-694.
12. Carlisle, J. F. (1987). The use of morphological knowledge in spelling derived forms by learning-disabled and normal students. Annals of Dyslexia, 37, 90-108.
13. Carlisle, J. F. (1988). Knowledge of derivational morphology and spelling ability in fourth, sixth and eighth grades. Applied Psycholinguistics, 9, 247-266.
14. Carlisle, J. F. (1995). Morphological awareness and early reading achievement. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 157-188). Hillsdale, NJ: Erlbaum.
15. Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing, 12, 169-190.
16. Carlisle, J. F. (2003). Morphology matters in learning to read: A commentary. Reading Psychology, 24, 291-322.
17. Carlisle, J. F., & Nomanbhoy, D. (1993). Phonological and morphological awareness in first graders. Applied Psycholinguistics, 14, 177-195.
18. Catts, H.W. (1993). The relationship between speech-language impairments and reading disabilities. Journal of Speech and Hearing Research, 36, 948-958.
19. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
20. Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test-III. Circle Pines, MN: AGS.
21. Gaux, C., & Gombert, J. E. (1999). Implicit and explicit syntactic knowledge and reading in pre-adolescents. British Journal of Developmental Psychology, 17, 169-188.
22. Gillon, G. (2000). The efficacy of phonological awareness intervention for children with spoken language impairment. Language, Speech, and Hearing Services in Schools, 31, 126-141.
23. Goldman, R., & Fristoe, M. (2000). Goldman Fristoe Test of Articulation-Second Edition. Circle Pines, MN: AGS.
24. Kan, P. F., & Windsor, J. (2010). Word learning in children with primary language impairment: A meta-analysis. Journal of Speech, Language, and Hearing Research, 53, 739-756.
25. Kaufman, S. A., & Kaufman, L. N. (2004). Kaufman Brief Intelligence Test (2nd ed.). Circle Pines, MN: AGS.
26. Kirk, C., & Gillon, G. (2007). Longitudinal effects of phonological intervention on morphological awareness in children with speech impairment. Language, Speech, and Hearing Services in Schools, 38, 342-352.
27. Kirk, C., & Gillon, G. (2009). Integrated morphological awareness intervention as a tool for improving literacy. Language, Speech, and Hearing Services in Schools, 40, 341-351.
28. Larrivee, L. S., & Catts, H.W. (1999). Early reading achievement in children with expressive phonological disorders. American Journal of Speech-Language Pathology, 8, 118-128.
29. Larsen, S., Hammill, D., & Moats, L. (1999). Test of Written Spelling (4th ed.). Circle Pines, MN: AGS.
30. Lewis, B. A., Freebairn, L. A., & Taylor, H. G. (2000). Follow-up of children with early expressive phonology disorders. Journal of Learning Disabilities, 49, 433-444.
31. Masterson, J. J., & Apel, K. (2010). The Spelling Sensitivity Score: Noting developmental changes in spelling knowledge. Assessment for Effective Intervention, 36, 35-45.
32. Mortimer, J., & Rvachew, S. (2010). A longitudinal investigation of morpho-syntax in children with speech sound disorders. Journal of Communication Disorders, 43, 61-76.
33. Nagy, W., Berninger, V. W., & Abbott, R. D. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology, 98, 134-147.
34. 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 graders and at-risk fourth grade writers. Journal of Educational Psychology, 96, 730-742.
35. Newcomer, P. L., & Hammill, D. D. (1997). Test of Language Development-Primary: Third Edition. Austin, TX: Pro-Ed.
36. Pennington, B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition, 101, 385-413.
37. Pennington, B. F., & Bishop, D. V. M. (2009). Relations among speech, language, and reading disorders. Annual Review of Psychology, 60, 283-306.
38. Peterson, R. L., Pennington, B. F., Shriberg, L. D., & Boada, R. (2009). What influences literacy outcomes in children with speech sound disorder? Journal of Speech, Language, and Hearing Research, 52, 1175-1188.
39. Puranik, C. S., Petscher, Y., Al Otaiba, S., Catts, H., & Lonigan, C. J. (2008). Development of oral reading fluency in children with speech or language impairment: A growth curve analysis. Journal of Learning Disabilities, 44, 545-560.
40. Raitano, N. A., Pennington, B. F., Tunick, R. A., Boada, R., & Shriberg, L. D. (2004). Pre-literacy skills of children with speech sound disorders. The Journal of Child Psychology and Psychiatry, 45, 821-835.
41. Rice, M. L., Redmond, S. M., & Hoffman, L. (2006). Mean length of utterance in children with specific language impairment and in younger control children shows concurrent validity and stable and parallel growth trajectories. Journal of Speech, Language, and Hearing Research, 49, 793-808.
42. Rittle-Johnson, B., & Siegler, R. S. (1999). Learning to spell: Variability, choice, and change in children's strategy use. Child Development, 70, 332-348.
43. Robertson, C., & Salter, W. (1997). Phonological Awareness Test. Moline, IL: Lingisystems.
44. Roman, A. A., Kirby, J. R., Parrila, R. K., Wade-Woolley, L., & Deacon, S. H. (2009). Toward a comprehensive view of the skills involved in word reading in grades 4, 6, and 8. Journal of Experimental Child Psychology, 102, 96-113.
45. Shankweiler, D., Crain, S., Katz, L., Fowler, A. E., Liberman, A. E., Brady, S. A., Shaywitz, B. A. (1995). Cognitive profiles of reading-disabled children: Comparison of language skills in phonology, morphology and syntax. Psychological Science, 6, 149-156.
46. Siegel, L. S. (2008). Morphological awareness skills of English language learners and children with dyslexia. Topics in Language Disorders, 28, 15-27.
47. Siegler, R. S. (1996). Emerging minds: The process of change in children's thinking. New York, NY: Oxford University Press.
48. Singson, M., Mahony, D., & Mann, V. (2000). The relation between reading ability and morphological skills: Evidence from derivational suffixes. Reading and Writing, 12, 219-252.
49. Smith-Lock, K. M. (1995). Morphological usage and awareness in children with and without specific language impairment. Annals of Dyslexia, 45, 163-185.
50. Snowling, M. J., Gallagher, A., & Frith, U. (2003). Family risk of dyslexia is continuous: Individual differences in the precursors of reading. Child Development, 74, 358-373.
51. Stanovich, K. (1988). Explaining the differences between the dyslexic and the garden-variety poor reader: The phonological-core variable difference model. Journal of Learning Disabilities, 21, 590-604.
52. Treiman, R., Cassar, M., & Zukowski, A. (1994). What types of linguistic information do children use in spelling? The case of flaps. Child Development, 65, 1310-1329.
53. Tyler, A. A., & Macrae, T. (2010). Stimulability: Relationships to other characteristics of children's phonological systems. Clinical Linguistics & Phonetics, 24, 300-310.
54. Wasowicz, J. (2008). SPELL-LinksWord List Maker (Version1.0) [Computer software]. Evanston, IL: Learning By Design.
55. Wolter, J. A. (2009). A systematic research review of word study treatment practices for the speech-language pathologist. Evidence-Based Practice Briefs, 3, 43-58.
56. Wolter, J. A., & Apel, K. (2010). Initial acquisition of mental graphemic representations in children with language impairment. Journal of Speech, Language, and Hearing Research, 53, 179-195.
57. Wolter, J. A., Wood, K. A., & D'zatko, K. W. (2009). The influence of morphological awareness on the literacy development of first-grade children. Language, Speech, and Hearing Services in Schools, 40, 286-298.
58. Woodcock, R. W. (1987). Woodcock Reading Mastery Tests Revised. Circle Pines, MN: AGS.