Derivational Morphological Awareness, Academic Vocabulary, and Reading Comprehension in Linguistically Diverse Sixth Graders

Autor/inn/en	Kieffer, Michael J.; Box, Catherine DiFelice
Titel	Derivational Morphological Awareness, Academic Vocabulary, and Reading Comprehension in Linguistically Diverse Sixth Graders
Quelle	In: Learning and Individual Differences, 24 (2013), S.168-175 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2012.12.017
Schlagwörter	Literacy; Reading Instruction; English (Second Language); Speech Communication; Reading Comprehension; Reading Fluency; Language Minorities; Grade 6; Second Language Learning; Spanish Speaking; Morphology (Languages); Academic Discourse; Vocabulary Development; Role; Language Fluency; Metalinguistics + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Leseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Leseverstehen; Sprachminderheit; School year 06; 6. Schuljahr; Schuljahr 06; Zweitsprachenerwerb; Morphology; Morphologie; Discourse; Diskurs; Wortschatzarbeit; Rollen; Language skill; Language skills; Sprachkompetenz; Metalanguage; Metasprache
Abstract	This study investigated the multiple roles of morphological awareness in reading comprehension for Spanish-speaking language minority (LM) learners and their native English-speaking (NE) peers. Sixth-grade students (N = 137; 82 LM, 55 NE) were assessed on English measures of derivational morphological awareness, morphologically complex academic vocabulary, silent word reading fluency, and reading comprehension. Multiple-group path analyses indicated that morphological awareness made a significant unique contribution to comprehension as well as indirect contributions to comprehension via academic vocabulary and word reading fluency. Predictive relations were the same across language groups, with the exception of the indirect contribution via academic vocabulary, which was greater for NE speakers than for LM learners. Findings extend prior research by confirming the importance of morphological awareness in literacy development for LM learners and specifying particular roles in academic vocabulary and fluency development, suggesting the value of integrating morphology into multifaceted reading instruction in linguistically diverse classrooms. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10