Morphological awareness and reading abilities in second- and third-grade Hebrew readers

Vaknin‐Nusbaum, Vered

doi:10.1017/s0142716418000097

Cited by 15 publications

(16 citation statements)

References 56 publications

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“…In summary, although the Hebrew writing system encourages the reader to rely on morphemes by representing them in a concrete and salient manner (Ravid & Schiff, 2006; Vaknin‐Nusbaum, 2018; Vaknin‐Nusbaum & Ravhe, 2019), students with reading disabilities can still benefit from developing their awareness to morphemes. Following their participation in the intervention program, students were better able to extract morphemes while processing written words.…”

Section: Discussionmentioning

confidence: 99%

“…The unvoweled form is considered a deep orthography because it lacks graphemes that represent vowels. Because only consonants are represented, readers are required to rely on morphological cues to overcome the missing phonological information (Bar‐On & Ravid, 2011; Vaknin‐Nusbaum, 2018; Vaknin‐Nusbaum et al., 2016a; Vaknin‐Nusbaum et al., 2016b; Vaknin‐Nusbaum & Raveh, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Overall, as noted above, Hebrew‐speaking readers in upper elementary school grades might be encouraged to use MA in reading due to three reasons: (a) morphological complexity which frequently appears in written materials; (b) morphological transparency of the written language in which the root morpheme is evident; (c) depth of unvoweled orthography, which obligates the reader to complete the missing phonological information by relying on morphological cues such as morphemic patterns. Nevertheless, despite the necessity of using MA in reading, poor readers of Hebrew have low levels of morphological awareness (Ben‐Dror et al., 1995; Cohen et al., 1996; Schiff & Raveh, 2011; Schiff & Ravid, 2007; Schiff & Raveh, 2007; Schiff & Ravid, 2012; Vaknin‐Nusbaum et al., 2016a,b; Vaknin‐Nusbaum, 2018) and thus have limited linguistic resources they can draw upon for reading. Such difficulties have been demonstrated in Schiff and Lotem's (2011) research, which showed that low SES elementary school students who displayed poor reading skills also demonstrated low levels of MA and phonological awareness.…”

Section: Literature Reviewmentioning

confidence: 99%

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Morphological Awareness: A Tool to Promote Reading Fluency and Accuracy in Hebrew in Students with Reading Disabilities

Vaknin‐Nusbaum

2021

Learn Disabil Res Pract

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The effectiveness of a morphological awareness (MA) intervention program on reading fluency and accuracy performance was examined in 40 students with reading disabilities in fourth to sixth grade, ranging in age from nine to 12 years old (M = 10.51, SD = 0.89). The study used an experimental pre–post design consisting of a morphological intervention group and a comparison group. Students participating in the 15‐week intervention program showed an advantage over comparison group students in all measures. Their improvement in MA resulted in a better reading fluency and accuracy performance as well as a significant change in reading level according to national norms. The results suggest that disabled readers can benefit from morphological intervention and use morphological cues in reading.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Morphological Awareness: A Tool to Promote Reading Fluency and Accuracy in Hebrew in Students with Reading Disabilities

Vaknin‐Nusbaum

2021

Learn Disabil Res Pract

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“…Except for the morphological awareness test, all literacy measures were from Elul (Shatil et al, 2007), a standardized diagnostic battery to detect underachievement in reading, language and writing. This battery was developed and validated with 495 second‐grade students and has been used in several studies on reading development (e.g., Bar‐Kochva, 2013; Horowitz‐Kraus et al, 2014; Nevo & Breznitz, 2013; Nevo et al, 2020; Vaknin‐Nusbaum, 2018, 2021; Vaknin‐Nusbaum et al, 2016; Vaknin‐Nusbaum et al, 2016a, 2016b; Vaknin‐Nusbaum et al, 2018). All tests were presented in pointed Hebrew which considers a transparent orthography.…”

Section: Methodsmentioning

confidence: 99%

“…Morphological awareness (MA) was examined by the possessive inflection test (part five of the original test designed for Hebrew‐speaking second graders and used in numerous studies; Vaknin‐Nusbaum, 2018; Vaknin‐Nusbaum, Sarid, & Shimron, 2016a) because awareness of possessive inflections may play a central role in reading development (Vaknin‐Nusbaum, Sarid, & Shimron, 2016b). The subtest consists of nine familiar words that frequently appear in children's spoken language and textbooks (e.g., table, window and ball).…”

Section: Methodsmentioning

confidence: 99%

Reading motivation, well‐being and reading achievement in second grade students

Vaknin‐Nusbaum

Tuckwiller

2022

Journal Research in Reading

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Background: Prior research has indicated that high levels of motivation and subjective well-being can predict engagement in challenging academic situations and achievement. Yet studies in the field have yielded inconsistent results in young elementary school students indicating a need to further examine this topic. This is particularly urgent for young children during the foundational years of early elementary school when they are learning critical academic skills including reading. Method: We examined the relationships between reading motivation, school-based well-being as covitality, and literacy achievement in 268 second graders in the process of reading acquisition in Hebrew. Well-being and reading motivation were examined by questionnaires designed and/or adapted for young elementary school students and literacy skills by language and reading tests. Results: Findings showed a positive correlation between reading motivation and full-scale covitality scores, as well as most of its first order factors (gratitude, optimism, zest and persistence). Furthermore, both reading motivation and covitality were positively correlated to reading skills and language abilities. Significant differences were found between students with low-medium reading motivation and those with high motivation in all covitality subfactors and most literacy measures, in favour of children with high reading motivation. Conclusions: The worrisome picture, that children with low reading motivation also report low levels of covitality, suggests that proper attention should be paid throughout first grade to both reading motivation and school-based well-being, both of which might affect learning. Because children's cognitive readiness is related to their socioemotional well-being, children with poor language abilities and emergent literacy skills may require special support to prevent their expected reading difficulties and the negative emotions attached to them. Thus, designing reading instruction programmes that implement motivational aspects should be a high priority interest for educators that teach young children.

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The impact of morphological density on reading comprehension in Arabic: A comparison between typically developing and children with reading disabilities

Asadi,

Asli‐Badarneh,

Vaknin‐Nusbaum

2024

Dyslexia

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This study examined the influence of morphological density on reading comprehension in Arabic and whether this influence differs between typical and children with reading disabilities. Morphological density in Arabic is a text feature that refers to using bound morphemes, creating dense words with more morphemes. The participants were 182 fifth‐graders, both typical and children with reading disabilities. Children were assessed in reading comprehension by reading texts with low‐ or high‐morphological density. Findings revealed that overall morphological density impacted reading comprehension performance. That is, scores were found to be higher while reading low‐density text than high‐density text. Moreover, an interaction of morphological density condition by reading proficiency showed no density text effect among typical developing readers. However, a difference was obtained in the children with reading disabilities whereas low‐morphological density text score was higher than the score of high‐morphological density text. The study highlights the importance of morphological awareness in reading comprehension in Arabic, extending that morphological density plays an important role in this process. The results are discussed in light of the lexical quality hypothesis and simple view of reading model. The findings imply the need of explicit morphological instruction for dense morphological forms.

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Morphological awareness and reading abilities in second- and third-grade Hebrew readers

Cited by 15 publications

References 56 publications

Morphological Awareness: A Tool to Promote Reading Fluency and Accuracy in Hebrew in Students with Reading Disabilities

Morphological Awareness: A Tool to Promote Reading Fluency and Accuracy in Hebrew in Students with Reading Disabilities

Reading motivation, well‐being and reading achievement in second grade students

The impact of morphological density on reading comprehension in Arabic: A comparison between typically developing and children with reading disabilities

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