S. Hélène Deacon, Erin K. Robertson, Alexandra Ryken, Kyle Levesque
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At Time 1, children also completed a measure of morphological awareness with items varying across the two intersecting phonological dimensions: phonemic and prosodic changes.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>We found two unique effects accounting for gains in reading skill over 1 year after controlling for vocabulary, phonological awareness and nonverbal ability, and the appropriate auto-regressor. Gains in word reading skill were predicted by performance on morphological awareness items with phonemic changes. Gains in reading comprehension skill were predicted by performance on morphological awareness items with both phonemic and prosodic changes.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>These findings point to key differences in the oral language skills that drive the development of word reading versus reading comprehension and encourage us to consider the rich intersection between features of oral language in understanding children's reading development.</p>\n </section>\n </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 1","pages":"45-62"},"PeriodicalIF":2.0000,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12439","citationCount":"0","resultStr":"{\"title\":\"The magic in magician: Contributions of phonological dimensions of morphological awareness to children's reading development\",\"authors\":\"S. Hélène Deacon, Erin K. Robertson, Alexandra Ryken, Kyle Levesque\",\"doi\":\"10.1111/1467-9817.12439\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Oral language has long been acknowledged as a prominent influence on children's reading development. Here, we examine the intersecting contribution of two prominent aspects of oral language – phonology and morphology. We explore this interface by examining contributions from the two dimensions of phonology – phonemic and prosodic – of morphological awareness on children's reading development.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>In a longitudinal study, we track the word reading and reading comprehension development of 175 children in Grades 3 and 4 (Time 1) over the course of 11 months into Grades 4 and 5 (Time 2), respectively. At Time 1, children also completed a measure of morphological awareness with items varying across the two intersecting phonological dimensions: phonemic and prosodic changes.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>We found two unique effects accounting for gains in reading skill over 1 year after controlling for vocabulary, phonological awareness and nonverbal ability, and the appropriate auto-regressor. Gains in word reading skill were predicted by performance on morphological awareness items with phonemic changes. 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The magic in magician: Contributions of phonological dimensions of morphological awareness to children's reading development
Background
Oral language has long been acknowledged as a prominent influence on children's reading development. Here, we examine the intersecting contribution of two prominent aspects of oral language – phonology and morphology. We explore this interface by examining contributions from the two dimensions of phonology – phonemic and prosodic – of morphological awareness on children's reading development.
Methods
In a longitudinal study, we track the word reading and reading comprehension development of 175 children in Grades 3 and 4 (Time 1) over the course of 11 months into Grades 4 and 5 (Time 2), respectively. At Time 1, children also completed a measure of morphological awareness with items varying across the two intersecting phonological dimensions: phonemic and prosodic changes.
Results
We found two unique effects accounting for gains in reading skill over 1 year after controlling for vocabulary, phonological awareness and nonverbal ability, and the appropriate auto-regressor. Gains in word reading skill were predicted by performance on morphological awareness items with phonemic changes. Gains in reading comprehension skill were predicted by performance on morphological awareness items with both phonemic and prosodic changes.
Conclusions
These findings point to key differences in the oral language skills that drive the development of word reading versus reading comprehension and encourage us to consider the rich intersection between features of oral language in understanding children's reading development.
期刊介绍：
Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.
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