The effect of a morphological awareness intervention on early writing outcomes

Carlisle, Abigail

doi:10.32469/10355/56215

Cited by 15 publications

(19 citation statements)

References 105 publications

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“…Here, we extend previous work to provide evidence that these phonological skills play a key role for reading decoding, sight word reading and encoding (i.e., spelling). This may seem counterintuitive, given that English is a morpho‐phonemic language, and it is posited that with increased experience with texts, children learn to recognize and use the morphological patterns to read and write (Carlisle, 1995; Fracasso, Bangs, & Binder, 2016; Singson, Mahony, & Mann, 2000). Additionally, given the opaque orthographic system of English language, more dependence on the lexical route is expected (Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001), which goes against the present study's results about the involvement of phonological route by adult readers.…”

Section: Discussionmentioning

confidence: 99%

“…Morphemes are the smallest meaningful units in English language, and morphological awareness (MA) is defined as the ability to identify and manipulate these meaningful parts of words, such as root words, suffixes, and affixes (Carlisle, 1995; Law, Wouters, & Ghesquière, 2015; Tops et al, 2014). In English, spelling not only reflects the phonemic but also the underlying morphological form of a word.…”

Section: Morphological Awarenessmentioning

confidence: 99%

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Reading and spelling profiles of adult poor readers: Phonological, orthographic and morphological considerations

et al. 2023

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Reading and spelling skills are important to communicate in today's literate society, however, the underlying processes of spelling skills are under‐researched compared to reading skills. Our goals were to (a) study how the component skills of phonological, orthographic and morphological awareness are different in adults with and without reading difficulties, and (b) characterize the relationship between the component skills and reading and spelling performance in both skilled and poor readers. Participants (N = 37, N = 15 with reading impairments and N = 22 skilled readers) took part in the study where they completed several literacy‐based measures. We performed a series of mixed ANOVAs to study the between‐group differences in performance and the relationship between different literacy outcomes, respectively. We found evidence for poor phonological and morphological awareness in the poor readers compared to the skilled readers. We also found differential relationships between the component skills and reading and spelling behavior. Specifically, sound awareness was significantly related to reading and spelling measures in the skilled readers, whereas morphological and sound awareness played an important role in the same skills in the poor readers. We discuss these findings in the context of potential remediation strategies for adults with persistent literacy impairments.

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Section: Discussionmentioning

confidence: 99%

Section: Morphological Awarenessmentioning

confidence: 99%

Reading and spelling profiles of adult poor readers: Phonological, orthographic and morphological considerations

et al. 2023

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“…Previous studies investigated whether morphological awareness instructions improved students' spelling abilities. For example, Carlisle [58], using instructions in morphological awareness, studied the impact on spelling for second and third graders. The results showed that the intervention enhanced the students' spelling ability.…”

Section: Related Studiesmentioning

confidence: 99%

The Impact of Morphological Awareness Intervention in Enhancing L2 Postgraduate Students’ Productive Vocabulary Breadth

Asaad

Hasan

Alidoust

et al. 2022

Education Research International

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The significance of vocabulary knowledge in academic development and having a sufficient vocabulary in language learning cannot be overstated. Research has shown that postgraduate students studying English as a second language (L2) lack vocabulary and require improving it. This research study was conducted to investigate the role of morphological awareness and its relation to productive vocabulary breadth and explore the function of teaching L2 postgraduate students in intervention for improving their productive vocabulary breadth. Thirty L2 postgraduate participants were involved in an intervention. The intervention included 11 sessions of morphological awareness instructions. The students’ morphological awareness was tested using the Morphological Identification Test (MIT) and the Morphological Structure Awareness Test (MSAT), while productive vocabulary breadth was tested using the Productive Vocabulary Level Test (PVLT). A significant relationship was found between morphological awareness and productive vocabulary breadth. The synthetic aspect of morphological awareness was more closely related to the participants’ productive vocabulary breadth than the analytic aspect. The morphological awareness intervention was effective and beneficial in increasing the students’ productive vocabulary breadth. The results may indicate the benefits of teaching and learning morphology to L2 postgraduate students, especially for effective vocabulary building.

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“…Awareness of the morphological structure of words and their grammatical functions plays an important role in linking the degree of lexical knowledge to the ability of learners to construct sentence structures (Berninger, Nagy, & Beers, 2011;Carlisle, 2016). Awareness of morphology could help writers build complex sentence structures by using various forms of words.…”

Section: Morphological Awareness and Writingmentioning

confidence: 99%

“…The relationship between morphological awareness and learners' spelling skills has also been examined (e.g. Carlisle, 2016;Dornay, 2017;Kirk & Gillon, 2009). However, the relationship between morphological awareness and academic writing remains unknown (Asaad & Shabdin, 2019a).…”

Section: Introductionmentioning

confidence: 99%

The predictive role of morphological awareness and productive vocabulary knowledge in L2 postgraduate students’ academic writing

Asaad¹,

Shabdin²

2021

Eurasian Journal of Applied Linguistics

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Studies have found that morphology awareness could assist writers to increase productive vocabulary (e.g. Green et al., 2003;McCutchen & Stull, 2015), reduce vocabulary errors (e.g. Karakas, 2012;Ririn, 2010), and produce complex sentence structures using various forms of words. Postgraduate students as second language users of English (L2) were found to experience lack of vocabulary and have difficulties in their academic writing. Researchers have been concentrating on examining the relationship of morphological awareness with vocabulary reading, reading comprehension, receptive vocabulary knowledge, and spelling; however, there is still a shortage of studies examining the relationship of morphological awareness with academic writing, particularly among L2 postgraduate students. Therefore, this study aims to examine the correlation of morphological awareness with academic writing and investigate the extent to which the dimensions of morphological awareness and productive vocabulary knowledge predict the success of postgraduate students' academic writing in an ESL context. The results showed that there was a significant correlation between morphological awareness and academic writing. The synthetic dimension of morphological awareness had a stronger contribution than the analytic dimension to the L2 postgraduate students' academic writing. The results also showed that learning and teaching morphology could bring benefits to L2 postgraduate students, allowing students to improve their productive writing skills and enabling them to produce texts and convey their ideas meaningfully.

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The effect of a morphological awareness intervention on early writing outcomes

Cited by 15 publications

References 105 publications

Reading and spelling profiles of adult poor readers: Phonological, orthographic and morphological considerations

Reading and spelling profiles of adult poor readers: Phonological, orthographic and morphological considerations

The Impact of Morphological Awareness Intervention in Enhancing L2 Postgraduate Students’ Productive Vocabulary Breadth

The predictive role of morphological awareness and productive vocabulary knowledge in L2 postgraduate students’ academic writing

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