Are Morphological Awareness and Literacy Skills Reciprocally Related? Evidence from a Cross-Linguistic Study

Autor/inn/en	Manolitsis, George; Georgiou, George K.; Inoue, Tomohiro; Parrila, Rauno
Titel	Are Morphological Awareness and Literacy Skills Reciprocally Related? Evidence from a Cross-Linguistic Study
Quelle	In: Journal of Educational Psychology, 111 (2019) 8, S.1362-1381 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Manolitsis, George)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000354
Schlagwörter	Correlation; Metalinguistics; Reading Skills; Spelling; Greek; Elementary School Students; Morphology (Languages); Grade 1; Grade 2; Grade 3; Reading Fluency; English; Reading Tests; Reading Comprehension; Vocabulary Development; Prediction; Foreign Countries; Phonological Awareness; Cross Cultural Studies; Language Acquisition; Nonverbal Ability; Children; Intelligence Tests; Cognitive Tests; Achievement Tests; Contrastive Linguistics; Verbal Communication; Canada; Greece; Wechsler Intelligence Scale for Children; Woodcock Johnson Psycho Educational Battery; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Korrelation; Metalanguage; Metasprache; Reading skill; Lesefertigkeit; Schreibweise; Grieche; Griechisch; Morphology; Morphologie; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; English language; Englisch; Lesetest; Leseverstehen; Wortschatzarbeit; Vorhersage; Ausland; Cultural comparison; Kulturvergleich; Sprachaneignung; Spracherwerb; Child; Kind; Kinder; Intelligence test; Intelligenztest; Kognitiver Fähigkeitstest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Linguistics; Kontrastive Linguistik; Kanada; Griechenland; WIAT; Eignungsprüfung; Eignungstest
Abstract	We examined the direction of the relation between morphological awareness and reading/spelling skills in 2 languages varying in orthographic consistency (English and Greek) and whether word reading fluency and vocabulary mediate the relation between morphological awareness and reading comprehension. One-hundred and 59 English-speaking Canadian and 224 Greek children were assessed 4 times between Grades 1 and 3 on measures of morphological awareness, phonological awareness, word reading fluency, and spelling to dictation. Vocabulary was assessed at the end of Grade 2 and reading comprehension at the end of Grade 2 and at the beginning of Grade 3. Cross-lagged analyses showed that earlier morphological awareness predicted later reading comprehension and spelling in both languages and reading fluency in English. The effect of morphological awareness on reading comprehension was not mediated by word reading fluency in either language, but an indirect effect through vocabulary emerged in English. Earlier reading fluency and spelling predicted later morphological awareness before Grade 3 only in English, but morphological awareness began to predict spelling as early as Grade 1 in Greek. Multigroup analyses further showed that the effects of morphological awareness on reading fluency and the effects of spelling on morphological awareness were stronger in English than in Greek. Theoretical implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01