The Role of Morphological Awareness in Word Reading Skills in Japanese: A Within-Language Cross-Orthographic Perspective

Muroya, Naoko; Inoue, Tomohiro; Hosokawa, Miyuki; Georgiou, George K.; Maekawa, Hisao; Parrila, Rauno

doi:10.1080/10888438.2017.1323906

Cited by 26 publications

(20 citation statements)

References 46 publications

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“…OS refers to an ability to manipulate the rule of sound-symbol of characters (Koda, 2005;Muroya et al, 2017) and a sophisticated knowledge to manipulate irregular or infrequent words' spellings (Jeon and Yamashita, 2014). Previous research tested the unique contribution of OS to reading comprehension (Nassaji and Geva, 1999;Kato, 2009).…”

Section: Orthographical Skillmentioning

confidence: 99%

Reading Comprehension and Metalinguistic Knowledge in Chinese Readers: A Meta-Analysis

et al. 2020

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Metalinguistic knowledge has a facilitative effect on reading comprehension. This meta-analysis examined the relationship between metalinguistic knowledge and reading comprehension among Chinese students. By focusing on both Chinese and English scripts' reading comprehension performance, this study synthesized 46 studies with 73 independent samples that represented 10,793 Chinese students from primary school to university levels. We found that in both Chinese and English scripts' reading, morphological awareness had the strongest correlation with reading comprehension, whereas both phonological awareness and orthographical skill had a similar medium correlation with reading comprehension. All three metalinguistic knowledge, which was not significantly influenced by the selected moderators of grade group, area, language type, and assessment, had an independent correlation with reading comprehension. The results suggested that reading stages did not significantly impact the function of metalinguistic knowledge on both Chinese and English scripts' reading comprehension for Chinese students. In addition, for Chinese students, morphological awareness plays a more important role than phonological awareness and orthographical skill in both Chinese and English scripts' reading comprehension.

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Section: Orthographical Skillmentioning

confidence: 99%

Reading Comprehension and Metalinguistic Knowledge in Chinese Readers: A Meta-Analysis

et al. 2020

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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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“…Similar positive relationships have been reported in intervention studies of MA (see e.g., Bowers et al, 2010 , for a meta-analysis). Even though the majority of studies on MA have been conducted in English, there is now ample evidence that MA is important for reading ability across a wide range of languages such as Arabic ( Tibi and Kirby, 2017 ), Chinese ( Ku and Anderson, 2003 ), Dutch ( Rispens et al, 2008 ), French ( Casalis and Louis-Alexandre, 2000 ), Greek ( Rothou and Padeliadu, 2015 ), Hebrew ( Vaknin-Nusbaum et al, 2016 ), Japanese ( Muroya et al, 2017 ), and Korean ( Cho et al, 2011 ). Nunes and Hatano (2004) further argued that despite the different orthographic characteristics of different languages, MA is important for reading across languages.…”

Section: Introductionmentioning

confidence: 99%

The Longitudinal Contribution of Early Morphological Awareness Skills to Reading Fluency and Comprehension in Greek

2017

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The purpose of this longitudinal study was to examine the role of three morphological awareness (MA) skills (inflection, derivation, and compounding) in word reading fluency and reading comprehension in a relatively transparent orthography (Greek). Two hundred and fifteen (104 girls; Mage = 67.40 months, at kindergarten) Greek children were followed from kindergarten (K) to grade 2 (G2). In K and grade 1 (G1), they were tested on measures of MA (two inflectional, two derivational, and three compounding), letter knowledge, phonological awareness, rapid automatized naming (RAN), and general cognitive ability (vocabulary and non-verbal IQ). At the end of G1 and G2, they were also tested on word reading fluency and reading comprehension. The results of hierarchical regression analyses showed that the inflectional and derivational aspects of MA in K as well as all aspects of MA in G1 accounted for 2–5% of unique variance in reading comprehension. None of the MA skills predicted word reading fluency, after controlling for the effects of vocabulary and RAN. These findings suggest that the MA skills, even when assessed as early as in kindergarten, play a significant role in reading comprehension development.

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The Role of Morphological Awareness in Word Reading Skills in Japanese: A Within-Language Cross-Orthographic Perspective

Cited by 26 publications

References 46 publications

Reading Comprehension and Metalinguistic Knowledge in Chinese Readers: A Meta-Analysis

Reading Comprehension and Metalinguistic Knowledge in Chinese Readers: A Meta-Analysis

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

The Longitudinal Contribution of Early Morphological Awareness Skills to Reading Fluency and Comprehension in Greek

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