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ERIC Number: EJ944797
Record Type: Journal
Publication Date: 2011-Oct
Pages: 16
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1092-4388
Contributions of Morphological Awareness Skills to Word-Level Reading and Spelling in First-Grade Children with and without Speech Sound Disorder
Apel, Kenn; Lawrence, Jessika
Journal of Speech, Language, and Hearing Research, v54 n5 p1312-1327 Oct 2011
Purpose: In this study, the authors compared the morphological awareness abilities of children with speech sound disorder (SSD) and children with typical speech skills and examined how morphological awareness ability predicted word-level reading and spelling performance above other known contributors to literacy development. Method: Eighty-eight first-grade students--44 students with SSD and no known history of language deficiencies, and 44 students with typical speech and language skills--completed an assessment battery designed to measure speech sound production, morphological awareness, phonemic awareness, letter-name knowledge, receptive vocabulary, word-level reading, and spelling abilities. Results: The children with SSD scored significantly lower than did their counterparts on the morphological awareness measures as well as on phonemic awareness, word-level reading, and spelling tasks. Regression analyses suggested that morphological awareness predicted significant unique variance on the spelling measure for both groups and on the word-level reading measure for the children with typical skills. Conclusion: These results suggest that children with SSD may present with a general linguistic awareness insufficiency, which puts them at risk for difficulties with literacy and literacy-related tasks.
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; Grade 1; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A