Toward a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8

Roman, Alexandra A.; Kirby, John R.; Parrila, Rauno; Wade‐Woolley, Lesly; Deacon, S. Hélène

doi:10.1016/j.jecp.2008.01.004

Cited by 254 publications

(216 citation statements)

References 41 publications

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“…The results of this study are unique as they provide evidence of one possible directional path where reading skill can be seen as influencing later MA whereas past correlational and longitudinal research has demonstrated the opposite situation where MA has been found to predict later reading achievement (Carlisle, 2000;Deacon & Kirby, 2004;Kirby et al, 2012;Roman et al, 2009). Taken together, the findings of this study offers support for the bi-directional relationship between word reading skills and MA as proposed by Deacon, Benere, and Pasquarella (2013).…”

Section: Do We See a Significant Change In Ma From Kindergarten To Grsupporting

confidence: 59%

“…Studies have demonstrated that an awareness of morphemes, the smallest linguistic units retaining meaning, contributes to word recognition, spelling, and reading comprehension, independent of orthographic processing, phonological awareness, RAN, and vocabulary (Carlisle, 2000;Casalis & Louis-Alexandre, 2000;Deacon & Kirby, 2004;Kirby et al, 2012;Roman, Kirby, Parrila, Wade-Woolley, & Deacon, 2009). …”

Section: Morphological Awarenessmentioning

confidence: 99%

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Early development and predictors of morphological awareness: Disentangling the impact of decoding skills and phonological awareness

Law

Ghesquière

2017

Research in Developmental Disabilities

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Early development and predictors of morphological awareness: disentangling the impact of decoding skills and phonological awareness. AbstractBackground: Morphological Awareness (MA) has been demonstrated to be influential on the reading outcomes of children and adults. Yet, little is known regarding MA's early development. Aim: The aim of this study is to better understand MA at different stages of development and its association with Phonological Awareness (PA) and reading. Methods and Procedures:In a longitudinal design the development of MA was explored in a group of pre-reading children with a family risk of dyslexia and agematched controls from kindergarten up to and including grade 2. Outcomes and Results: MA deficits were observed in the group with literacy difficulties at all time points. PA was only found to make a significant contribution to MA development at the early stages of formal reading instruction. While first-grade decoding skills were found to contribute significantly to MA in second grade. Conclusions:Evidence supporting a bidirectional relation was found and supports the need for adequate MA intervention and explicit instruction for "at risk" children in the early stages of literacy instruction.

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Section: Do We See a Significant Change In Ma From Kindergarten To Grsupporting

confidence: 59%

Section: Morphological Awarenessmentioning

confidence: 99%

Early development and predictors of morphological awareness: Disentangling the impact of decoding skills and phonological awareness

Law

Ghesquière

2017

Research in Developmental Disabilities

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“…Caso isso se confirme, é possível que seja mais fácil detectar uma contribuição da consciência morfológica para a leitura em línguas menos transparentes como, por exemplo, o inglês (Mann, 2000). Isso explicaria porque alguns estudos nessas lín-guas encontraram efeitos da consciência morfológica na leitura (Nagy et al, 2006;Roman et al, 2009). …”

Section: Discussionunclassified

A contribuição de variáveis cognitivas para a leitura e a escrita no português brasileiro

Justi¹,

Roazzi²

2012

Psicol. Reflex. Crit.

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ResumoO presente estudo investigou se as variáveis 'processamento fonológico' (memória de trabalho fonológica e consciência fonológica), 'nomeação seriada rápida' e 'consciência morfológica' contribuem de forma independente umas das outras para a leitura e a escrita no português brasileiro, após o controle da idade e da inteligência não verbal. Participaram da pesquisa 94 crianças matriculadas na 3 a série (quarto ano) do ensino fundamental de três escolas particulares. Os resultados de análises de regressão hierárquica indicaram que o processamento fonológico, a nomeação seriada rápida e a consciência morfológica apresentaram contribuições independentes para a habilidade de escrita. Porém, no que diz respeito à precisão e à fluência de leitura, apenas o processamento fonológico e a nomeação seriada rápida contribuíram para essas habilidades. Palavras chave: Consciência fonológica, memória de trabalho fonológica, nomeação seriada rápida, consciência morfológica, leitura e escrita. AbstractThe purpose of this study was to evaluate the independent contribution of phonological processing (phonological awareness and phonological working memory), rapid naming and morphological awareness to reading and writing skills in Brazilian Portuguese. Ninety-four third-graders of three private Brazilian schools took part in this study. Hierarchical regression analyses were carried out on measures of reading (accuracy and fluency) and writing skills controlling for age and intelligence. The results showed an independent contribution of phonological processing, rapid naming and morphological awareness for writing skill. However, the results for measures of reading accuracy and reading fluency indicated that only phonological processing and rapid naming made independent contributions for such skills.

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“…In several longitudinal studies, phonological awareness was found to be a powerful predictor of success in learning to read (Bowey, 2005; Ehri et al, 2001; Hulme, Bowyer‐Crane, Carroll, Duff, & Snowling, 2012). During the primary grades, the relation between phonological awareness and word reading efficiency in typically developing children appears stable and strong over time (e.g., Blachman, 2000; Hogan, Catts, & Little, 2005; Roman, Kirby, Parrila, Wade‐Woolley, & Deacon, 2009). Although phonological awareness has been shown to be predictive for reading abilities, the reverse has also been evidenced (Hogan et al, 2005); the relationship between the two can be interpreted as reciprocal causality.…”

Section: Introductionmentioning

confidence: 99%

How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia

2018

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This study examined the relation between working memory, phonological awareness, and word reading efficiency in fourth‐grade children with dyslexia. To test whether the relation between phonological awareness and word reading efficiency differed for children with dyslexia versus typically developing children, we assessed phonological awareness and word reading efficiency in 50 children with dyslexia (aged 9;10, 35 boys) and 613 typically developing children (aged 9;5, 279 boys). Phonological awareness was found to be associated with word reading efficiency, similar for children with dyslexia and typically developing children. To find out whether the relation between working memory and word reading efficiency in the group with dyslexia could be explained by phonological awareness, the children with dyslexia were also tested on working memory. Results of a mediation analysis showed a significant indirect effect of working memory on word reading efficiency via phonological awareness. Working memory predicted reading efficiency, via its relation with phonological awareness in children with dyslexia. This indicates that working memory is necessary for word reading efficiency via its impact on phonological awareness and that phonological awareness continues to be important for word reading efficiency in older children with dyslexia.

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Toward a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8

Cited by 254 publications

References 41 publications

Early development and predictors of morphological awareness: Disentangling the impact of decoding skills and phonological awareness

Early development and predictors of morphological awareness: Disentangling the impact of decoding skills and phonological awareness

A contribuição de variáveis cognitivas para a leitura e a escrita no português brasileiro

How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia

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