Cheng, Yahua Zhang, Jie Li, Hong Wu, Xinchun Liu, Hongyun Dong, Qiong Li, Liping Nguyen, Thi Phuong Zheng, Minglu Zhao, Ying and Sun, Peng 2017. Growth of Compounding Awareness Predicts Reading Comprehension in Young Chinese Students: A Longitudinal Study From Grade 1 to Grade 2. Reading Research Quarterly, Vol. 52, Issue. 1, p. 91.
Kieffer, Michael J. Petscher, Yaacov Proctor, C. Patrick and Silverman, Rebecca D. 2016. Is the Whole Greater Than the Sum of Its Parts? Modeling the Contributions of Language Comprehension Skills to Reading Comprehension in the Upper Elementary Grades. Scientific Studies of Reading, Vol. 20, Issue. 6, p. 436.
Kuo, Li-Jen Uchikoshi, Yuuko Kim, Tae-Jin and Yang, Xinyuan 2016. Bilingualism and phonological awareness: Re-examining theories of cross-language transfer and structural sensitivity. Contemporary Educational Psychology, Vol. 46, p. 1.
Shahar-Yames, Daphna and Prior, Anat 2016. Reading development in upper elementary language minority readers of Hebrew: the specific challenge of fluency. Reading and Writing,
Tong, Xiuhong Tong, Xiuli and McBride, Catherine 2016. Unpacking the Relation between Morphological Awareness and Chinese Word Reading: Levels of Morphological Awareness and Vocabulary. Contemporary Educational Psychology,
Zhang, Dongbo 2016. Derivational Morphology in Reading Comprehension of Chinese-speaking Learners of English: A Longitudinal Structural Equation Modeling Study. Applied Linguistics, p. amv072.
Zhang, Dongbo Koda, Keiko and Leong, Che Kan 2016. Morphological awareness and bilingual word learning: a longitudinal structural equation modeling study. Reading and Writing, Vol. 29, Issue. 3, p. 383.
Zhang, Haomin (Stanley) 2016. Concurrent and Longitudinal Effects of Morphological Awareness on Reading Comprehension Among Chinese-Speaking Children. Reading Psychology, Vol. 37, Issue. 6, p. 867.
Zhang, Haomin 2016. Morphological Awareness in Literacy Acquisition of Chinese Second Graders: A Path Analysis. Journal of Psycholinguistic Research, Vol. 45, Issue. 1, p. 103.
Defior, Sylvia Jiménez-Fernández, Gracia Calet, Nuria and Serrano, Francisca 2015. Learning to read and write in Spanish: phonology in addition to which other processes? / Aprendiendo a leer y escribir en español: además de la fonología, ¿qué otros procesos?. Estudios de Psicología, Vol. 36, Issue. 3, p. 571.
Goodwin, Amanda P. August, Diane and Calderon, Margarita 2015. Reading in Multiple Orthographies: Differences and Similarities in Reading in Spanish and English for English Learners. Language Learning, Vol. 65, Issue. 3, p. 596.
Li, Liping Wu, Xinchun and Paterson, Kevin 2015. Effects of Metalinguistic Awareness on Reading Comprehension and the Mediator Role of Reading Fluency from Grades 2 to 4. PLOS ONE, Vol. 10, Issue. 3, p. e0114417.
Silverman, Rebecca D. Proctor, C. Patrick Harring, Jeffrey R. Hartranft, Anna M. Doyle, Brie and Zelinke, Sarah B. 2015. Language skills and reading comprehension in English monolingual and Spanish–English bilingual children in grades 2–5. Reading and Writing, Vol. 28, Issue. 9, p. 1381.
Deacon, S. Hélène Kieffer, Michael J. and Laroche, Annie 2014. The Relation Between Morphological Awareness and Reading Comprehension: Evidence From Mediation and Longitudinal Models. Scientific Studies of Reading, Vol. 18, Issue. 6, p. 432.
Defior, Sylvia and Serrano, Francisca 2014. Diachronic and synchronic aspects of Spanish: the relationship with literacy acquisition / Aspectos diacrónicos y sincrónicos del español: relación con la adquisición del lenguaje escrito. Estudios de Psicología, Vol. 35, Issue. 3, p. 450.
강유선, Boram Moon, Yeoeun Park, and 허윤지, 2014. Decoding Skills vs. Reading Fluency in Korean High School EFL Learners’ Reading Comprehension. English Teaching, Vol. 69, Issue. 4, p. 123.
Goodwin, Amanda P. Gilbert, Jennifer K. and Cho, Sun-Joo 2013. Morphological Contributions to Adolescent Word Reading: An Item Response Approach. Reading Research Quarterly, Vol. 48, Issue. 1, p. 39.
Goodwin, Amanda P. Huggins, A. Corinne Carlo, Maria S. August, Diane and Calderon, Margarita 2013. Minding morphology: How morphological awareness relates to reading for English language learners. Reading and Writing, Vol. 26, Issue. 9, p. 1387.
Kieffer, Michael J. and Lesaux, Nonie K. 2012. Direct and Indirect Roles of Morphological Awareness in the English Reading Comprehension of Native English, Spanish, Filipino, and Vietnamese Speakers. Language Learning, Vol. 62, Issue. 4, p. 1170.
This study investigated the direct and indirect roles of morphological awareness reading comprehension for Spanish-speaking language minority learners reading in English. Multivariate path analysis was used to investigate the unique contribution of derivational morphological awareness to reading comprehension as well as its indirect contributions via three hypothesized mediators for students in sixth, seventh, and eighth grade (N = 101). Results indicated a significant unique contribution of morphological awareness, controlling for phonemic decoding, listening comprehension, reading vocabulary, word reading fluency, and passage reading fluency. Results further indicated significant indirect contributions of morphological awareness via reading vocabulary and passage fluency, but not via word reading fluency. Findings suggest that morphological awareness may play multiple important roles in second-language reading comprehension.
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