The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: a longitudinal study

Lam, Katie; Chen, Xi; Geva, Esther; Yang, Linjun; Li, Hong

doi:10.1007/s11145-011-9329-4

Cited by 81 publications

(38 citation statements)

References 56 publications

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“…In addition to the scarce amount of L2 studies, another limitation of previous studies is that, similar to L1 research, L2 studies have usually tracked young learners or adolescents rather than adults (Cho & Tong, 2014;Jeon, 2011;Koda, 2000;Lam et al, 2012;Zhang & Koda, 2012). A few studies have dealt with L2 adult learners in passage-level reading.…”

Section: Morphological Awareness In L1 and L2 Readingmentioning

confidence: 99%

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Roles of L1 and L2 Derivational Morphological Awareness in L2 Reading Through the Mediation of L2 Vocabulary Knowledge

Choi¹

2015

J. AsiaTEFL

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The present study aims to explore the direct and indirect contribution of L1 and L2 derivational morphological awareness of Korean EFL high school and university students to their reading comprehension in L2 through the mediation of L2 vocabulary knowledge by using structural equation modeling analysis. Eighty-five high school and eighty-two university students were assessed on their Korean L1 and English L2 derivational morphological awareness and English L2 reading comprehension and vocabulary knowledge. The results of the study present a significant direct contribution of L2 derivational morphological awareness and L2 vocabulary knowledge to L2 reading comprehension. The contribution of L2 derivational morphological awareness appeared larger than L2 vocabulary knowledge, which suggests a relatively more important role of the former than the latter in L2 reading comprehension. They also reveal a significant indirect contribution of L1 derivational morphological awareness via L2 derivational morphological awareness to L2 reading comprehension but not that of L2 derivational morphological awareness via L2 vocabulary knowledge. Findings from the study suggest potential benefits of cross-linguistic transfer of derivational morphological knowledge as well as of L2 derivational morphology intervention in L2 reading development.

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Section: Morphological Awareness In L1 and L2 Readingmentioning

confidence: 99%

“…The relations between L2 morphological awareness, L2 vocabulary knowledge, and L2 reading have also been researched (Jeon, 2011;Kieffer & Lesaux, 2012;Lam et al, 2012;Qian, 1999). The influence of L2 morphological awareness on L2 vocabulary knowledge or L2 reading comprehension has been of main interest.…”

Section: Morphological Awareness In L1 and L2 Readingmentioning

confidence: 99%

Roles of L1 and L2 Derivational Morphological Awareness in L2 Reading Through the Mediation of L2 Vocabulary Knowledge

Choi¹

2015

J. AsiaTEFL

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“…The lack of a statistically significant, unique effect of morphological decoding fluency, however, should not be interpreted to mean that this process is unfunctional in English reading comprehension in Chinese EL2 readers. After all, previous findings on young Chinese-speaking ESL readers in English-speaking societies, such as the United States and Canada, have highlighted the importance of morphology (e.g., Lam, Chen, Geva, Luo, & Li, 2012;Wang, Cheng, & Chen, 2006). Developmentally, it might be the case that Chinese L2 readers in a bilingual context like Singapore, in contrast to their counterparts in a mainstream Englishspeaking society such as the United States, may show a delayed emergence of active derivational morphological processes in reading.…”

Section: Influence Of Differential Target-language Experiencementioning

confidence: 99%

The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth‐Grade Readers of English

Zhang

2019

Reading Research Quarterly

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The authors examined the complexity of the simple view of reading, focusing on morphological decoding fluency in fourth‐grade readers of English in Singapore. The participants were three groups of students who all learned to become bilingual and biliterate in the English language (EL) and their respective ethnic language in school but differed in the home language they used. The first group was ethnic Chinese students who used English as the dominant home language (Chinese EL1); the other two groups were ethnic Chinese and Malay students whose dominant home language was not English but Chinese (Chinese EL2) and Malay (Malay EL2), respectively. The measures included pseudoword decoding (phonemic decoding), timed decoding of derivational words (morphological decoding fluency), oral vocabulary, and passage comprehension. Path analysis showed that oral vocabulary significantly predicted reading comprehension across all three groups, yet a significant effect of morphological decoding fluency surfaced in the Chinese EL1 and Malay EL2 groups but not the Chinese EL2 group. Multigroup path analysis and commonality analysis further confirmed that morphological decoding played a larger role in the Chinese EL1 and Malay EL2 groups. These findings are discussed in light of the joint influence of target‐language experience and cross‐linguistic influence on second‐language or bilingual reading development.

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“…Similarly, there is little evidence as to whether morphological awareness assessed in one language is associated with gains in reading comprehension in that same language for bilinguals. Studies of bilingual students have shown relations at a single timepoint between morphological awareness and reading comprehension in English (e.g., Goodwin et al, 2015;Jeon, 2011;Kieffer & Lesaux, 2008Lam, Chen, Geva, Luo, & Li, 2012;Lipka & Siegel, 2012;Wang, Ko, & Choi, 2009). Although studies of monolingual English-speaking students have indicated that morphological awareness determines gains in reading comprehension over time (Deacon, Kieffer, & Laroche, 2014;Deacon & Kirby, 2004;Foorman, Petscher, & Bishop, 2012;Kruk & Bergman, 2013), there have been few such tests in bilinguals.…”

Section: Empirical Evidence To Datementioning

confidence: 99%

The Role of Awareness of Cross‐Language Suffix Correspondences in Second‐Language Reading Comprehension

Lam

Chen

Deacon

2019

Reading Research Quarterly

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A B S T R A C TUnderstanding text in a second language can be particularly challenging. The authors explored the contribution of morphological awareness in children's first and second languages to development in second-language reading comprehension. Critically, the authors examined the role of a skill that might be at the heart of these cross-linguistic connections: awareness of crosslanguage suffix correspondences. This is the awareness, for instance, that the French suffix -eux and the English suffix -ous have the same meaning in the two languages, despite the fact that they look and sound different. The authors tested the contributions of each of these morphological skills to French reading comprehension in a study of students with diverse first languages enrolled in a Canadian early French immersion program with instruction entirely in French. Seventy-five students were tested in grade 2 and again in grade 3. In grade 2, students completed measures of English and French morphological awareness and awareness of cross-language suffix correspondences, along with control measures of nonverbal ability, French vocabulary, and French phonological awareness. In grades 2 and 3, students completed measures of French reading comprehension. The authors found that both English and French morphological awareness were related to grade 3 reading comprehension. Neither relation was significant after the autoregressor. In contrast, awareness of cross-language suffix correspondences predicted individual differences in French reading comprehension, including after autoregressive controls. These findings show the importance of awareness of commonalities between suffixes across languages in enabling the development of French reading comprehension.

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The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: a longitudinal study

Cited by 81 publications

References 56 publications

Roles of L1 and L2 Derivational Morphological Awareness in L2 Reading Through the Mediation of L2 Vocabulary Knowledge

Roles of L1 and L2 Derivational Morphological Awareness in L2 Reading Through the Mediation of L2 Vocabulary Knowledge

The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth‐Grade Readers of English

The Role of Awareness of Cross‐Language Suffix Correspondences in Second‐Language Reading Comprehension

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