An Analysis of the Development of Morphological Knowledge of Elementary School Students

Autor/in	Mitchell, Alison M.
Titel	An Analysis of the Development of Morphological Knowledge of Elementary School Students
Quelle	(2012), (95 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Rhode Island
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2672-6619-4
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Students; Morphology (Languages); Morphemes; Vocabulary Development; Task Analysis; Word Frequency; Word Recognition; Reading Skills; Correlation; Knowledge Level; Grade 3; Grade 5 + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Morphology; Morphologie; Morphem; Wortschatzarbeit; Aufgabenanalyse; Word analysis; Frequency; Wortanalyse; Häufigkeit; Worterkennung; Reading skill; Lesefertigkeit; Korrelation; Wissensbasis; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Morphological skills have been associated with performance on multiple literacy outcomes. While growth in derived word knowledge has been documented during mid-elementary grades, little research has studied the development of knowledge of specific morphemes, separate from whole-word knowledge. This study examined the development of knowledge of a set of affixes using a real word task and also, independent of word knowledge, using a pseudoword task. Forty-five third-grade and 32 fifth-grade students participated. Students were assessed on word identification, vocabulary knowledge, reading experience, and affix knowledge. Thirty-two affixes (16 prefixes; 16 suffixes) were studied in the affix measures. Real words selected for the study were low-frequency words that included a high-frequency word base and a targeted affix (e.g., "warmish"). Pseudowords (e.g., "moxish") were created by combining an affix with a pseudobase, whose meaning was provided to the students (e.g., "mox" means smooth). Analyses indicated a wide range of affix knowledge; some morpheme meanings were well known to students (e.g., ish), while others were much less familiar (e.g., ist). Overall, fifth-graders demonstrated greater knowledge of affixes on both morpheme tasks. However, age did not account for unique variance in performance beyond the contribution of vocabulary knowledge and word identification performance. Students' levels of reading experience also demonstrated a significant connection with affix knowledge. The results show that morpheme knowledge develops as grades progress, but that other language and literacy factors significantly influence this development. Notably, the pseudoword task discerned knowledge of morphemes that was independent of word knowledge. Therefore, use of pseudoword tasks offers a useful technique for the study of morpheme knowledge development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10