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Article: The Relations between morphological awareness and reading comprehension in beginner readers to young adolescents

TitleThe Relations between morphological awareness and reading comprehension in beginner readers to young adolescents
Authors
Keywordsmorphological awareness
reading comprehension
vocabulary
quantile regression
Issue Date2021
PublisherWiley for United Kingdom Literacy Association. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-9817
Citation
Journal of Research in Reading, 2021, v. 44 n. 1, p. 110-130 How to Cite?
AbstractBackground: Morphological awareness plays a crucial role in supporting higher‐level text processing. We examined its contribution to reading comprehension in children of different ages and ability levels in order to determine when and for whom morphological awareness is of particular importance. Methods: Three groups of children (aged 6–8 years, N = 128; 9–11 years, N = 126; and 12–13 years N = 147) completed judgement and production tasks to measure awareness of compounding, inflections and derivations. Nonverbal reasoning, vocabulary, phonological awareness, word reading and reading comprehension were also assessed. Results: Principal component analysis yielded a single primary factor of morphological awareness for each age group. Separate hierarchical multiple regressions revealed that this morphological awareness factor accounted for significant unique variance in reading comprehension for groups of 6–8 and 12–13 years, beyond age, nonverbal reasoning, vocabulary, phonological awareness and word reading. Vocabulary also uniquely predicted reading comprehension in all three age groups. Quantile regression analyses at three points in the reading comprehension distribution (0.1, 0.5 and 0.9) indicated that morphological awareness and vocabulary predicted reading comprehension to a similar extent across the ability range. Conclusions: Our results clarify the fundamental role of morphological awareness in reading comprehension across all levels of readers. In addition, vocabulary and morphological awareness each make critical contributions to comprehension ability in developing readers across the ability range.
Persistent Identifierhttp://hdl.handle.net/10722/289287
ISSN
2023 Impact Factor: 2.0
2023 SCImago Journal Rankings: 1.133
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorJames, E-
dc.contributor.authorCurrie, NK-
dc.contributor.authorTong, SX-
dc.contributor.authorCain, K-
dc.date.accessioned2020-10-22T08:10:31Z-
dc.date.available2020-10-22T08:10:31Z-
dc.date.issued2021-
dc.identifier.citationJournal of Research in Reading, 2021, v. 44 n. 1, p. 110-130-
dc.identifier.issn0141-0423-
dc.identifier.urihttp://hdl.handle.net/10722/289287-
dc.description.abstractBackground: Morphological awareness plays a crucial role in supporting higher‐level text processing. We examined its contribution to reading comprehension in children of different ages and ability levels in order to determine when and for whom morphological awareness is of particular importance. Methods: Three groups of children (aged 6–8 years, N = 128; 9–11 years, N = 126; and 12–13 years N = 147) completed judgement and production tasks to measure awareness of compounding, inflections and derivations. Nonverbal reasoning, vocabulary, phonological awareness, word reading and reading comprehension were also assessed. Results: Principal component analysis yielded a single primary factor of morphological awareness for each age group. Separate hierarchical multiple regressions revealed that this morphological awareness factor accounted for significant unique variance in reading comprehension for groups of 6–8 and 12–13 years, beyond age, nonverbal reasoning, vocabulary, phonological awareness and word reading. Vocabulary also uniquely predicted reading comprehension in all three age groups. Quantile regression analyses at three points in the reading comprehension distribution (0.1, 0.5 and 0.9) indicated that morphological awareness and vocabulary predicted reading comprehension to a similar extent across the ability range. Conclusions: Our results clarify the fundamental role of morphological awareness in reading comprehension across all levels of readers. In addition, vocabulary and morphological awareness each make critical contributions to comprehension ability in developing readers across the ability range.-
dc.languageeng-
dc.publisherWiley for United Kingdom Literacy Association. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-9817-
dc.relation.ispartofJournal of Research in Reading-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectmorphological awareness-
dc.subjectreading comprehension-
dc.subjectvocabulary-
dc.subjectquantile regression-
dc.titleThe Relations between morphological awareness and reading comprehension in beginner readers to young adolescents-
dc.typeArticle-
dc.identifier.emailTong, SX: xltong@hku.hk-
dc.identifier.authorityTong, SX=rp01546-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1111/1467-9817.12316-
dc.identifier.scopuseid_2-s2.0-85087428961-
dc.identifier.hkuros316427-
dc.identifier.volume44-
dc.identifier.issue1-
dc.identifier.spage110-
dc.identifier.epage130-
dc.identifier.isiWOS:000545385700001-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl0141-0423-

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