Morphological awareness skills of English Language Learners and Children with Dyslexia Flashcards
Purpose of this study
to examine the relation of morphological awareness to reading and spelling skills of children with dyslexia, children who are typical readers, and children who are english language learners
morphological awareness
sensitivity to derivational morphemes
morphological awareness was significantly related to what over and above the contribution of phonological awareness and oral language skills
reading and spelling
all students were less sensitive to what when they were required to recognize the appropriate endings on pseudo words
derivational morphology
pseudo words require
a high level of morphological awareness than real words
awareness of the roots of words and the meaning of suffixes can
reduce the learning loans and help a child master this vocabulary
awareness of roots may be
amendable to intervention amount students with dyslexia
previous research has shown
students with dyslexia and poor readers have poorer morphological awareness skills than normally achieving readers
hypothesis 1: morphological awareness is
deficient in children with dyslexia
hypothesis 2: morphological awareness makes a contribution to
reading and spelling that is independent of phonological awareness
hypothesis 3: morphological awareness makes a significant contribution
reading and spelling independent of oral language skills
what can be expected to make a contribution to word decoding ability
sensitivity to derivational morphology
why can sensitivity to derivational morphology be expected to make a contribution to world decoding ability
it may help both word segmentation and the speed of recognition
it also helps with spelling
how does sensitivity to derivational morphology help spelling
provides clues to endings
emphasizing the consistency of some features of english spelling
encouraging segmentation skill
providing more rapid access to vocabulary
morphological awareness can be expected to help reading comprehension by
aiding understanding of word meanings and providing a strategic approach to the understanding of meaning
their hypothesis was that there would be no difference between
children who have EL 1 and ELL who are being educated in english as a second or additional language
oral close
used to assess syntactic awareness
word identification
read as many words from a list of increasing difficulty as you can
word attack
psuedowords or increasing difficulty
one-minute word and pseudo word reading
1 minute to read
auditory analysis test
syllable and phoneme deletion
stanford diagnostic reading test
vocabulary, comprehension, and scanning for information
results
the students with dyslexia had significantly lower scores than normal achievers and both groups had lower scores on the pseudoword as opposed to the mored morphological task
no significant differences were reported between the ELL and the EL 1 groups
correlations between the word and pseudo word morphological tasks and the various reading and spelling tasks
were all significant
Correlations of the morphological tasks and the reading and spelling
were higher than those of phonological awareness and syntactic awareness
Morphological skills make an independent contribution to
Reading and spelling
Results were blank with prior studies
Consistent
The ability to segment words into meaning subunits may
Ease the load on working memory
Ability to segment words into meaning subunits may facilitate
spelling and even reading comprehension
With younger children however
The words are mono morphological and therefore morphological awareness is not more important than phonological awareness
older kids
Morphological awareness is made significant because words are longer
Morphological awareness may contribute to the development of
Vocabulary by encouraging the use of a meaning related strategy to decode words
Morphological awareness can be particularly helpful when
Phonological processing is compromised as in dyslexia
The exception where word attack subtest and spelling of sounds because
They Use pseudo-words
phonological skills cannot really compensate well for
Problems with phonological still
students with dyslexia
clearly have a deficit in morphological awareness
Oral cloze task with more highly correlated with what then what
reading comprehension than phonological awareness
And almost as highly correlated as morphological awareness with reading comprehension
