Morphological awareness and reading in second and fifth grade: evidence from Hebrew

Vaknin‐Nusbaum, Vered; Sarid, Miri; Shimron, Joseph

doi:10.1007/s11145-015-9587-7

Cited by 41 publications

(44 citation statements)

References 35 publications

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“…This battery was developmentally designed, with age‐appropriate versions from first to ninth grade. It was developed and validated with 495 second‐grade students (Shatil et al, ) and has been used in numerous studies on reading achievements at elementary schools (e.g., Bar‐Kochva, ; Horowitz‐Kraus, Cicchino, Amiel, Holland, & Breznitz, ; Nevo, Brande, & Shaul, ; Vaknin‐Nusbaum et al, ; Vaknin‐Nusbaum, Sarid, & Shimron, ). All tests are presented in pointed Hebrew orthography.…”

Section: Methodsmentioning

confidence: 99%

Developmental aspects of reading motivation and reading achievement among second grade low achievers and typical readers

Vaknin‐Nusbaum

Nevo

Brande

et al. 2017

Journal Research in Reading

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This investigation examined developmental aspects of 155 second-graders' intrinsic reading motivation and reading achievement at the beginning and end of a school year. Reading motivation remained at the same level through the school year, while reading achievement was significantly higher at the end of it than at the beginning. According to word reading skills, low reading achievers (n = 63) and typical readers (n = 92) evinced significant differences in reading motivation. The former scored lower in overall reading motivation and self-concept as a reader, as well as in reading achievement. Throughout the school year, low reading achievers showed a decline in overall motivation, self-concept as a reader and literacy outloud, and did not improve in reading comprehension achievement. Reading motivation in typical readers remained high and steady during the school year. Implications of the results are discussed in relation to previous studies. HighlightsWhat is already known about this topic• There is a relation between reading motivation and reading achievement in upper-elementary school graders. • Intrinsic reading motivation is one of the factors related to success or failure in reading.

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Section: Methodsmentioning

confidence: 99%

Developmental aspects of reading motivation and reading achievement among second grade low achievers and typical readers

Vaknin‐Nusbaum

Nevo

Brande

et al. 2017

Journal Research in Reading

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“…Participants were 100 students from two elementary schools: 60 second graders, 23 girls and 37 boys, 7 to 8 years old, from two classes; and 40 third graders, 21 boys and 19 girls, 8 to 9 years old, from two classes; all were native Hebrew speakers. This age was chosen based on evidence that Hebrew readers begin to use morphemic cues in their reading during second grade ( Bar-On, 2010;Vaknin-Nusbaum, Sarid, Raveh, et al, 2016;Vaknin-Nusbaum, Sarid, & Shimron, 2016) and that the complexity of Hebrew morphology compels children to rely on different types of morphological knowledge to comprehend a text as early as second grade (Vaknin-Nusbaum, Sarid, & Shimron, 2016). The schools were located in midlevel socioeconomic neighborhoods in the north of Israel.…”

Section: Participantsmentioning

confidence: 99%

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

Vaknin‐Nusbaum

2018

Applied Psycholinguistics

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The contribution of morphological awareness to reading comprehension in Hebrew was tested in 100 second- and third-grade students on three types of morphology: inflections, derivations, and construct formation, controlling for vocabulary knowledge. Third graders performed better than second graders on inflectional and construct formation awareness, but only derivations and construct formation predicted success in reading comprehension. Significant differences in reading comprehension but not in orthographic word recognition and phonological decoding were found between students with low and high morphological awareness. The results highlight the importance of examining the unique contribution of different components of morphological awareness to reading comprehension.

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“…On the other hand, morphological awareness plays a fundamental role in mastering decoding, reading fluency, and comprehension (Deacon and Kirby, 2004; Kuo and Anderson, 2006; Tong et al, 2011; Kirby et al, 2012; Deacon et al, 2014; Muroya et al, 2017) and orthographic spelling (Deacon and Kirby, 2004; Deacon and Bryant, 2005, 2006; Desrochers et al, 2017) across orthographies (Wei et al, 2014; Rothou and Padeliadu, 2015; Grigorakis and Manolitsis, 2016; Pan et al, 2016; Vaknin-Nusbaum et al, 2016a,b; Muroya et al, 2017). Morphological awareness refers to (a) an explicit understanding of morphological relations between word forms and meanings, such as grammatical inflection and productive derivation, and (b) the ability to manipulate the morphological structure of words (Carlisle, 1995).…”

Section: Introductionmentioning

confidence: 99%

Preschool Phonological and Morphological Awareness As Longitudinal Predictors of Early Reading and Spelling Development in Greek

et al. 2017

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Different language skills are considered fundamental for successful reading and spelling acquisition. Extensive evidence has highlighted the central role of phonological awareness in early literacy experiences. However, many orthographic systems also require the contribution of morphological awareness. The goal of this study was to examine the morphological and phonological awareness skills of preschool children as longitudinal predictors of reading and spelling ability by the end of first grade, controlling for the effects of receptive and expressive vocabulary skills. At Time 1 preschool children from kindergartens in the Greek regions of Attika, Crete, Macedonia, and Thessaly were assessed on tasks tapping receptive and expressive vocabulary, phonological awareness (syllable and phoneme), and morphological awareness (inflectional and derivational). Tasks were administered through an Android application for mobile devices (tablets) featuring automatic application of ceiling rules. At Time 2 one year later the same children attending first grade were assessed on measures of word and pseudoword reading, text reading fluency, text reading comprehension, and spelling. Complete data from 104 children are available. Hierarchical linear regression and commonality analyses were conducted for each outcome variable. Reading accuracy for both words and pseudowords was predicted not only by phonological awareness, as expected, but also by morphological awareness, suggesting that understanding the functional role of word parts supports the developing phonology–orthography mappings. However, only phonological awareness predicted text reading fluency at this age. Longitudinal prediction of reading comprehension by both receptive vocabulary and morphological awareness was already evident at this age, as expected. Finally, spelling was predicted by preschool phonological awareness, as expected, as well as by morphological awareness, the contribution of which is expected to increase due to the spelling demands of Greek inflectional and derivational suffixes introduced at later grades.

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Morphological awareness and reading in second and fifth grade: evidence from Hebrew

Cited by 41 publications

References 35 publications

Developmental aspects of reading motivation and reading achievement among second grade low achievers and typical readers

Developmental aspects of reading motivation and reading achievement among second grade low achievers and typical readers

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

Preschool Phonological and Morphological Awareness As Longitudinal Predictors of Early Reading and Spelling Development in Greek

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