Morphological De-com-pos-it-ion Helps Recognize Low-er Frequency Words in Typically Developing Spanish-Speaking Children

D’Alessio, Maria; Wilson, Maximiliano A.; Jaichenco, Virginia

doi:10.1007/s10936-019-09665-8

Cited by 5 publications

(5 citation statements)

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“…The contribution of morphological awareness to reading comprehension has already been proven, being greater in more advanced grades ( Carlisle, 2000 ). Similarly, 4th-grade Spanish students showed an effect of morphology in reading comprehension ( D’Alessio et al, 2019 ). However, it was reported that morphology helps to infer the significance of words, seemingly indicating that the effect of morphology relates to vocabulary ( Crosson and McKeown, 2016 ).…”

Section: Discussionmentioning

confidence: 98%

“…As previously stated, morphological awareness is a skill that continues to develop throughout the school years ( Casalis and Louis-Alexandre, 2000 ), along with reading expertise ( Rastle, 2019 ). In addition, several studies demonstrated its relationship with reading comprehension, since it contributes significantly to knowing the meaning of words, thus favoring the understanding of the text (e.g., Deacon and Kirby, 2004 ; Cain and Oakhill, 2006 ; D’Alessio et al, 2019 ; Zhang et al, 2020 ; Li et al, 2021 ). However, the study of Zhang et al (2020) supports that the contribution of morphological awareness depends on language proficiency.…”

Section: Discussionmentioning

confidence: 99%

“…Regarding monolinguals, Carlisle (2000) reported that morphological awareness tasks contributed to text comprehension at both 3rd and 5th grades, but with a stronger effect for older children than for younger ones. Similarly, morphological awareness also appears to benefit reading comprehension, independent from word decoding, in 4th-grade Spanish-speaking children ( D’Alessio et al, 2019 ). In addition, native English speakers seem to rely on morphology to infer the meaning of the new words encountered while reading ( Crosson and McKeown, 2016 ), hence supposing an advantage to reading comprehension.…”

Section: Introductionmentioning

confidence: 99%

“…Morphological awareness is defined as the ability to manipulate morphemes and the structure of words ( Kuo and Anderson, 2006 ). This metalinguistic consciousness, especially considering derivational morphology, continues to develop throughout schooling ( Casalis and Louis-Alexandre, 2000 ), and it is important to achieve word meanings, in turn then favoring reading comprehension ( McBride-Chang et al, 2003 ; Deacon and Kirby, 2004 ; Cain and Oakhill, 2006 ; Guo et al, 2011 ; Jeon and Yamashita, 2014 ; Tong et al, 2014 ; D’Alessio et al, 2019 ; Zhang et al, 2020 ; Kotzer et al, 2021 ; Li et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

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Reading Comprehension in Both Spanish and English as a Foreign Language by High School Spanish Students

2022

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Several studies have highlighted that reading comprehension is determined by different linguistic skills: semantics, syntax, and morphology, in addition to one’s own competence in reading fluency (accuracy, speed, and prosody). On the other hand, according to the Linguistic Interdependence Hypothesis, linguistic skills developed in one’s own native language (L1) facilitate the development of these skills in a second one (L2). In this study, we wanted to explore the linguistic abilities that determine reading comprehension in Spanish (L1) and in English (L2) in Secondary Education students. To do this, 73 Secondary Education Students (1st and 3rd year) participated in this study. The students carried out a battery of tasks in English and Spanish, all of them related to reading comprehension (expository text) and different linguistic skills, which included syntactic awareness tasks, synonymy judgment tasks (vocabulary), and morphological awareness tasks. The results indicated a positive correlation between linguistic competencies in both languages (indicating a transfer effect between languages), which were determined by school year, with a lower performance in the 1st year than in the 3rd year. Moreover, we found more skills with correlations in English reading comprehension than in Spanish. Finally, reading comprehension in L1 was mainly explained English reading comprehension, while English reading comprehension was predicted by grade, and syntactic awareness, as well as Spanish reading comprehension. This could be explained by the different levels of exposure to L1 and L2 of sample subjects, as the linguistic variables have different influences on the reading comprehension of both languages.

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Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Reading Comprehension in Both Spanish and English as a Foreign Language by High School Spanish Students

2022

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“…Morphological awareness is defined as the ability to manipulate morphemes and the structure of words . This metalinguistic consciousness, especially considering derivational morphology, continues to develop throughout schooling (Casalis and Louis-Alexandre, 2000), and it is important to achieve word meanings, in turn then favoring reading comprehension (McBride-Chang et al, 2003;Deacon and Kirby, 2004;Cain and Oakhill, 2006;Guo et al, 2011;Jeon and Yamashita, 2014;D'Alessio et al, 2019;Zhang et al, 2020;Kotzer et al, 2021;Li et al, 2021).…”

Section: Morphological Awarenessmentioning

confidence: 99%

Fluency and Reading Comprehension in Typical Readers and Dyslexic Readers, volume II

2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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A cross-orthographic view of dyslexia identification

Moore,

Lai,

Quinonez-Beltran

et al. 2023

J Cult Cogn Sci

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Morphological De-com-pos-it-ion Helps Recognize Low-er Frequency Words in Typically Developing Spanish-Speaking Children

Cited by 5 publications

References 45 publications

Reading Comprehension in Both Spanish and English as a Foreign Language by High School Spanish Students

Reading Comprehension in Both Spanish and English as a Foreign Language by High School Spanish Students

Fluency and Reading Comprehension in Typical Readers and Dyslexic Readers, volume II

A cross-orthographic view of dyslexia identification

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