Exploring the Dimensionality of Morphological Knowledge for Adolescent Readers

Autor/inn/en	Goodwin, Amanda P.; Petscher, Yaacov; Carlisle, Joanne F.; Mitchell, Alison M.
Titel	Exploring the Dimensionality of Morphological Knowledge for Adolescent Readers
Quelle	In: Journal of Research in Reading, 40 (2017) 1, S.91-117 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12064
Schlagwörter	Morphology (Languages); Grade 7; Grade 8; Factor Analysis; Structural Equation Models; Spelling; Reading Processes; Reading Comprehension; Correlation; Vocabulary Development; Middle School Students; Reading Research + Suchen Sie Ihr Suchwort? Morphology; Morphologie; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Faktorenanalyse; Schreibweise; Leseprozess; Leseverstehen; Korrelation; Wortschatzarbeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Leseforschung
Abstract	This study examined the dimensionality of morphological knowledge. The performance of 371 seventh- and eighth-graders on seven morphological knowledge tasks was investigated using confirmatory factor analysis. Results suggested that morphological knowledge was best fit by a bifactor model with a general factor of morphological knowledge and seven specific factors, representing tasks that tap different facets of morphological knowledge. Next, structural equation modelling was used to explore links to literacy outcomes. Results indicated the general factor and the specific factor of morphological meaning processing showed significant positive associations with reading comprehension and vocabulary. Also, the specific factor of generating morphologically related words showed significant positive associations with vocabulary, while specific factors of morphological word reading and spelling processing showed small negative relationships to reading comprehension and vocabulary. Findings highlight the complexity of morphological knowledge and suggest the importance of being cognizant of the nature of morphology when designing and interpreting studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01