Reading, Language, and Literacy

This longitudinal study examined the performance of poor comprehenders on several reading-related abilities in the late elementary school years. We identified 3 groups of readers in Grade 5 who were matched on word reading accuracy and speed, nonverbal cognitive ability, and age: unexpected poor comprehenders, expected average comprehenders, and unexpected good comprehenders. We compared these groups in Grade 5 and, retrospectively, in Grade 3. The 3 groups performed similarly on phonological awareness, naming speed, and orthographic processing tasks but differed in morphological awareness, even when vocabulary was controlled statistically. Unexpected poor comprehenders performed more poorly than expected average comprehenders in morphological derivation at Grade 5 but not in Grade 3; in contrast, expected average comprehenders performed more poorly than unexpected good comprehenders at Grade 3, but these groups did not differ in Grade 5. Our findings suggest that poor morphological awareness contributes to reading comprehension difficulties and that children with different reading comprehension profiles may learn morphology at different rates.

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Morphological awareness: A key to understanding poor reading comprehension in English.

Tong

Deacon

Kirby

et al. 2011

Journal of Educational Psychology

210

198

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Deaf and Hearing Students' Morphological Knowledge Applied to Printed English

Gaustad¹,

Kelly²,

Payne³

et al. 2002

aad

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The study examined the ability of deaf and hearing students at the college and middle school levels to discern and apply knowledge of printed word morphology. There were 70 deaf and 58 hearing participants. A two-part paper-and-pencil test of morphological knowledge examined subjects' ability to (a) perceive segmentation of morphemes within printed words and (b) recognize meanings associated with various printed morphemes. The hearing college students performed best on every dependent measure of the two-part test. The deaf college students scored significantly lower than the hearing college students but similarly to the hearing middle school students. Deaf middle school students consistently scored the lowest on both parts of the test. While all students' performance declined as the difficulty of the morphemic content increased within both tasks, the decline was greatest among middle school deaf students. Although segmentation and semantic analysis skills necessary to morphographic decoding were apparent in the deaf students, their mastery levels fell significantly below those of the hearing subjects.

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Okul Öncesi Öğretmenlerinin “Sesbilgisel Farkındalık” Kavramına Yönelik Bilgi Düzeyleri ve Sınıf İçi Etkinlikler

Akdal

2020

Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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ÖZBu çalışmada okul öncesi öğretmenlerin sesbilgisel farkındalık kavramına yönelik bilgi düzeylerinin belirlenmesi ile sesbilgisel farkındalık becerilerin çocuklara kazandırılmasında kullandıkları sınıf içi etkinlikler incelenmiştir. Verilerin elde edilmesinde araştırmacı tarafından oluşturulan ve 7 açık uçlu sorudan oluşan"öğretmenlerin sesbilgisel farkındalık becerileri ile ilgili bilgilerini ve sınıf içi uygulamalarını belirlemeye yönelik görüşme formu" kullanılmış ve veriler görüşmeye dayalı olarak toplanmıştır.18 okul öncesi eğitim öğretmeninden veriler toplanmış ve nitel araştırma yöntemlerinden içerik analizi kullanılarak bulgular elde edilmiştir. Elde edilen bulgular nitel araştırma yöntemlerinden görüşmeye dayalı tümevarım analiz modelinde tasarlanmış ve analiz edilmiştir. Elde edilen bulgulara bakıldığında araştırmaya katılan 18 okul öncesi öğretmenin tamamının sesbilgisel farkındalık kavramının adını bilmedikleri, ayrıca 18 okul öncesi öğretmenin bu kavrama ait becerileri ve bu becerilerin gelişimlerini bilmedikleri tespit edilmiştir. 4 okul öncesi öğretmenin ise sesbilgisel farkındalık becerilerine yönelik etkinlik hazırladıkları fakat hiçbir okul öncesi öğretmenin sesbilgisel farkındalık becerileri edinim sürecine ilişkin çocuklara değerlendirilme yapmadıkları tespit edilmiştir. Tartışmada okul öncesi öğretmenlerden elde edilen bulgular ayrıntıları ile ele alınmıştır.

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Reading, Language, and Literacy

Cited by 3 publications

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Morphological awareness: A key to understanding poor reading comprehension in English.

Morphological awareness: A key to understanding poor reading comprehension in English.

Deaf and Hearing Students' Morphological Knowledge Applied to Printed English

Okul Öncesi Öğretmenlerinin “Sesbilgisel Farkındalık” Kavramına Yönelik Bilgi Düzeyleri ve Sınıf İçi Etkinlikler

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