A Dynamic Measure of Morphological Awareness and First-Grade Literacy Skill

Autor/inn/en	Wolter, Julie A.; Gibson, Frances E.; Slocum, Timothy A.
Titel	A Dynamic Measure of Morphological Awareness and First-Grade Literacy Skill
Quelle	In: Language, Speech, and Hearing Services in Schools, 51 (2020) 3, S.617-639 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gibson, Frances E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Morphology (Languages); Metalinguistics; Literacy; Grade 1; Elementary School Students; Language Skills; Cues; Evaluation Methods; At Risk Students; Phonology; Measures (Individuals); Language Impairments; Diagnostic Tests; Reading Tests; Spelling; Language Tests; Woodcock Diagnostic Reading Battery + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Metalanguage; Metasprache; Alphabetisierung; Schreib- und Lesefähigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Language skill; Sprachkompetenz; Stichwort; Fonologie; Messdaten; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Diagnostic test; Diagnostischer Test; Lesetest; Schreibweise; Language test; Sprachtest
Abstract	Purpose: The purpose of this feasibility study was to investigate an early dynamic measure of morphological awareness (MA) involving graduated prompts to measure early MA skill and determine whether this task relates to and predicts performance on other language and/or literacy measures in first-grade children with language abilities typically found in the classroom. Method: In addition to a battery of language and literacy measures, a dynamic assessment of MA was designed and administered to 74 first-grade children with a range of language abilities. Results: The dynamic measure of MA was found to be valid, reliable, and measured early school--age MA performance for children with typical language and those at risk for developmental language disorder. For children with typical language, the developed dynamic MA measure was related to and predictive of performance on other language and literacy measures above and beyond static phonological and MA measures. Conclusions: The results provide preliminary support for the use of dynamic assessment to measure MA in first-grade children with a range of language abilities. (ERIC).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01