Early contribution of morphological awareness to literacy skills across languages varying in orthographic consistency

In the present study, we examined the role of morphological awareness in reading and spelling performance across three languages varying in orthographic consistency (English, French, and Greek), after controlling for the effects of phonological awareness and rapid automatized naming (RAN). One hundr...

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Bibliographic Details
Published in:Reading & writing Vol. 31; no. 8; pp. 1695 - 1719
Main Authors: Desrochers, Alain, Manolitsis, George, Gaudreau, Patrick, Georgiou, George
Format: Journal Article
Language:English
Published: Dordrecht Springer Netherlands 01.10.2018
Springer
Springer Nature B.V
Subjects:
Accuracy
Comprehension
Consciousness
Contrastive Linguistics
Correlation
Education
Elementary education
Elementary School Students
English
English language
Fluency
Foreign Countries
French
French language
Grade 2
Greek
Greek language
Language and Literature
Languages
Learning outcomes
Linguistics
Literacy
Literacy skills
Metalinguistics
Morphological processing
Morphology (Languages)
Morphophonemics
Naming
Neurology
Phonological awareness
Phonology
Predictor Variables
Psycholinguistics
Reading accuracy
Reading Comprehension
Reading Fluency
Reading Tests
Role
Social Sciences
Spelling
Greece
Canada
Spelling
Orthographic consistency
Rapid automatized naming
Reading comprehension
Phonological awareness
Word reading accuracy
Word reading fluency
Morphological awareness
ISSN:0922-4777, 1573-0905
Online Access:Get full text
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Summary:In the present study, we examined the role of morphological awareness in reading and spelling performance across three languages varying in orthographic consistency (English, French, and Greek), after controlling for the effects of phonological awareness and rapid automatized naming (RAN). One hundred fifty-nine English-speaking Canadian, 238 French-speaking Canadian, and 224 Greek children were assessed at the beginning of Grade 2 on measures of morphological awareness, phonological awareness, and RAN. At the end of Grade 2, they were assessed on reading accuracy, reading fluency, reading comprehension, and spelling to dictation. The results indicated that morphological awareness was a unique predictor of reading comprehension and spelling in all three languages, of reading fluency in English and French, and of reading accuracy in English only. Furthermore, the results of multigroup analyses revealed no significant differences in the contribution of morphological awareness to the literacy outcomes across languages. Theoretical and practical implications of these finding are discussed.
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ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-017-9772-y