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ERIC Number: EJ1383633
Record Type: Journal
Publication Date: 2023-Aug
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-6543
EISSN: EISSN-1935-1046
The Relations of Morphological Awareness with Language and Literacy Skills Vary Depending on Orthographic Depth and Nature of Morphological Awareness
Joong won Lee; Alissa Wolters; Young-Suk Grace Kim
Review of Educational Research, v93 n4 p528-558 Aug 2023
We examined the relation of morphological awareness with language and literacy skills, namely phonological awareness, orthographic awareness, vocabulary, word reading, spelling, text reading fluency, and reading comprehension. We also examined potential moderators of the relations (grade level, orthographic depth of language, receptive vs. productive morphological awareness, inflectional vs. derivational vs. compound morphological awareness, and L1/L2 status). After systematic search, a total of 232 articles (965 unique samples, N = 49,936 participants, and 2,765 effect sizes in 17 languages) met inclusion criteria. Morphological awareness was, on average, moderately related to phonological awareness (r = 0.41), orthographic awareness (r = 0.39), vocabulary (r = 0.50), word reading (r = 0.49), spelling (r = 0.48), text reading fluency (r = 0.53), and reading comprehension (r = 0.54). Importantly, morphological awareness had a stronger relation with word reading in orthographically deep languages (0.52) than in orthographically shallow languages (0.38). The relation with vocabulary was stronger for upper elementary grades than for primary grades. The magnitude of the relation also varied by the nature of morphological awareness: productive morphological awareness had a stronger relation with phonological awareness and vocabulary than receptive morphological awareness; derivational morphological awareness had a stronger relation with vocabulary and word reading compared to inflectional morphological awareness; and compound morphological awareness had a weaker relation with phonological awareness but a stronger relation with vocabulary compared to inflectional morphological awareness. These results underscore the importance of morphological awareness in language and literacy skills, and reveal a nuanced and precise picture of their relations. [For the corresponding grantee submission, see ED623460.]
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Related Records: ED623460
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Primary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A170113; R305A180055; P50HD052120