Language and Reading: the Role of Morpheme and Phoneme Awareness

Duncan, Lynne G.

doi:10.1007/s40474-018-0153-2

Cited by 26 publications

(20 citation statements)

References 69 publications

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“…Rhyme awareness did not make a significant contribution to the development of reading skills in the transparent orthography of Finnish (Suortti & Lipponen 2016). Children typically show awareness of syllables and rhymes, before they display sensitivity to phonemes (Duncan 2018). Our study therefore suggests that although rhyming contributes to the development of PhA and ultimately phoneme-grapheme association, the individual roles of rhyme discrimination and production may be different for Afrikaans.…”

Section: Rhymingcontrasting

confidence: 52%

Phonological awareness and learning to read in Afrikaans: The role of working memory

Scheepers

Geertsema

Roux

et al. 2021

South African Journal of Childhood Education

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Background: Phonological awareness (PA) skills and working memory (WM) are universally regarded as crucial precursors to skilled reading. The orthography of the language being read influences the ease with which a child learns to read. Research has been undertaken on reading in languages with an opaque orthography. Research on the role of PA and WM in Afrikaans with its transparent orthography is limited.Aim: The study investigated and described the role of WM in the acquisition of PA and ultimately reading in Afrikaans.Setting: The research study was conducted in private schools with Afrikaans as the language of learning and teaching (LoLT) in Grade 2.Method: A descriptive research design with correlational components was applied.Results: Phonetic decoding was employed more than eidetic decoding. Word reading skills developed rapidly and exceeded the expectations in the first two quarters of the year. Participants who read the comprehension test fluently scored higher on the questions than those who did not read fluently. The correlation between WM and reading comprehension was not statistically significant. The statistically significant correlation between WM and word reading seems to be present in both transparent and opaque orthographies. The statistically significant correlation between PA and word reading was not found in other transparent orthographies. The correlation between phonemic awareness (PhA) and word reading is the same in other orthographies.Conclusion: The statistically significant correlation between WM and word reading indicates that WM supports reading development as the ability to hold information in memory supports phoneme-grapheme associations.

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Section: Rhymingcontrasting

confidence: 52%

Phonological awareness and learning to read in Afrikaans: The role of working memory

Scheepers

Geertsema

Roux

et al. 2021

South African Journal of Childhood Education

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“…Following extensive empirical scrutiny, there is resounding consensus that morphology is critical to literacy development (Carlisle & Kearns, 2017; Castles, Rastle, & Nation, 2018; Duncan, 2018; Kuo & Anderson, 2006). This accumulating evidence has outpaced theories of reading and spelling (e.g., Rastle, 2018).…”

Section: Figurementioning

confidence: 99%

How morphology impacts reading and spelling: advancing the role of morphology in models of literacy development

Levesque

Breadmore

Deacon

2020

Journal Research in Reading

121

103

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A defining feature of language lies in its capacity to represent meaning across oral and written forms. Morphemes, the smallest units of meaning in a language, are the fundamental building blocks that encode meaning, and morphological skills enable their effective use in oral and written language. Increasing evidence indicates that morphological skills are linked to literacy outcomes, including word reading, spelling and reading comprehension. Despite this evidence, the precise ways in which morphology influences the development of children's literacy skills remain largely underspecified in theoretical models of reading and spelling development. In this paper, we draw on the extensive empirical evidence base in English to explicitly detail how morphology might be integrated into models of reading and spelling development. In doing so, we build on the perspective that morphology is multidimensional in its support of literacy development. The culmination of our efforts is the Morphological Pathways Framework – an adapted framework that illuminates precise mechanisms by which morphology impacts word reading, spelling and reading comprehension. Through this framework, we bring greater clarity and specificity on how the use of morphemes in oral and written language supports the development of children's literacy skills. We also highlight gaps in the literature, revealing important areas to focus future research to improve theoretical understanding. Furthermore, this paper provides valuable theoretical insight that will guide future empirical inquiries in identifying more precise morphological targets for intervention, which may have widespread implications for informing literacy practices in the classroom and educational policies more broadly.

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“…For example, nonword reading relies heavily on basic decoding skills: translating graphemes one by one into phonemes 7 , while spelling utilizes lexical and orthographic knowledge: understanding of permissible letter patterns and how they are arranged in specific words 8 . Phoneme awareness measures the ability to distinguish and manipulate the separate phonemes in spoken words 9 . Nonword repetition tasks tap into speech perception, phonological short term memory and articulation 10 .…”

Section: Gwas Meta-analysis For Quantitative Reading-and Language-related Traitsmentioning

confidence: 99%

Genome-wide association analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people

Eising

Mirza‐Schreiber

Zeeuw

et al. 2021

Preprint

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The use of spoken and written language is a capacity that is unique to humans. Individual differences in reading- and language-related skills are influenced by genetic variation, with twin-based heritability estimates of 30-80%, depending on the trait. The relevant genetic architecture is complex, heterogeneous, and multifactorial, and yet to be investigated with well-powered studies. Here, we present a multicohort genome-wide association study (GWAS) of five traits assessed individually using psychometric measures: word reading, nonword reading, spelling, phoneme awareness, and nonword repetition, with total sample sizes ranging from 13,633 to 33,959 participants aged 5-26 years (12,411 to 27,180 for those with European ancestry, defined by principal component analyses). We identified a genome-wide significant association with word reading (rs11208009, p=1.098 × 10−8) independent of known loci associated with intelligence or educational attainment. All five reading-/language-related traits had robust SNP-heritability estimates (0.13–0.26), and genetic correlations between them were modest to high. Using genomic structural equation modelling, we found evidence for a shared genetic factor explaining the majority of variation in word and nonword reading, spelling, and phoneme awareness, which only partially overlapped with genetic variation contributing to nonword repetition, intelligence and educational attainment. A multivariate GWAS was performed to jointly analyse word and nonword reading, spelling, and phoneme awareness, maximizing power for follow-up investigation. Genetic correlation analysis of multivariate GWAS results with neuroimaging traits identified association with cortical surface area of the banks of the left superior temporal sulcus, a brain region with known links to processing of spoken and written language. Analysis of evolutionary annotations on the lineage that led to modern humans showed enriched heritability in regions depleted of Neanderthal variants. Together, these results provide new avenues for deciphering the biological underpinnings of these uniquely human traits.

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Language and Reading: the Role of Morpheme and Phoneme Awareness

Cited by 26 publications

References 69 publications

Phonological awareness and learning to read in Afrikaans: The role of working memory

Phonological awareness and learning to read in Afrikaans: The role of working memory

How morphology impacts reading and spelling: advancing the role of morphology in models of literacy development

Genome-wide association analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people

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