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ERIC Number: EJ1090652
Record Type: Journal
Publication Date: 2016-Mar
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0022-2194
The Contributions of Phonological and Morphological Awareness to Literacy Skills in the Adult Basic Education Population
Fracasso, Lucille E.; Bangs, Kathryn; Binder, Katherine S.
Journal of Learning Disabilities, v49 n2 p140-151 Mar 2016
The Adult Basic Education (ABE) population consists of a wide range of abilities with needs that may be unique to this set of learners. The purpose of this study was to better understand the relative contributions of phonological decoding and morphological awareness to spelling, vocabulary, and comprehension across a sample of ABE students. In this study, phonological decoding was a unique predictor of spelling ability, listening comprehension, and reading comprehension. We also found that morphological awareness was a unique predictor of spelling ability, vocabulary, and listening comprehension. Morphological awareness indirectly contributed to reading comprehension through vocabulary. These findings suggest the need for morphological interventions for this group of learners.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Basic Education; Adult Education; Elementary Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Location: Massachusetts
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Woodcock Reading Mastery Test
Grant or Contract Numbers: R15HD067755