Evaluating Models of How Morphological Awareness Connects to Reading Comprehension: A Study in Portuguese

Autor/inn/en	Oliveira, Márcia; Levesque, Kyle C.; Deacon, S. Hélène; Mota, Márcia Maria Peruzzi Elia
Titel	Evaluating Models of How Morphological Awareness Connects to Reading Comprehension: A Study in Portuguese
Quelle	In: Journal of Research in Reading, 43 (2020) 2, S.161-179 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oliveira, Márcia) ORCID (Levesque, Kyle C.) ORCID (Deacon, S. Hélène) ORCID (Mota, Márcia Maria Peruzzi Elia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12296
Schlagwörter	Morphology (Languages); Reading Comprehension; Portuguese; Elementary School Students; Grade 2; Phonological Awareness; Nonverbal Ability; Orthographic Symbols; Listening Comprehension; Reading Instruction + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Leseverstehen; Portugiesischunterricht; School year 02; 2. Schuljahr; Schuljahr 02; Hörverständnis; Leseunterricht
Abstract	Background: Reading comprehension is a complex skill, drawing on a range of resources. One is morphological awareness, or the awareness of the smallest meaningful units in language. Testing the predictions of the Simple View of Reading, we evaluate how morphological awareness relates to reading comprehension in a relatively transparent orthography. Method: There were 70 Portuguese-speaking children in Grade 2 in our study. The children completed measures of morphological awareness and reading comprehension, along with two potential mediators: word reading and listening comprehension. Children also completed control measures of phonological awareness and nonverbal ability. Results: Path analysis showed that there were indirect effects of morphological awareness on reading comprehension through each of word reading and listening comprehension. There was no significant direct effect of morphological awareness on reading comprehension beyond these mediators and controls. Conclusions: Our results provide a novel empirical confirmation of the predictions of current models of reading comprehension. We do so for readers of a relatively transparent orthography. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01