Morphological Supports: Investigating Differences in How Morphological Knowledge Supports Reading Comprehension for Middle School Students with Limited Reading Vocabulary

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Autor/inn/en	Goodwin, Amanda P.; Petscher, Yaacov; Tock, Jamie
Titel	Morphological Supports: Investigating Differences in How Morphological Knowledge Supports Reading Comprehension for Middle School Students with Limited Reading Vocabulary
Quelle	In: Language, Speech, and Hearing Services in Schools, 51 (2020) 3, S.589-602 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Goodwin, Amanda P.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Morphology (Languages); Phonological Awareness; Reading Comprehension; Vocabulary; Middle School Students; Grade 5; Grade 6; Grade 7; Grade 8; At Risk Students; Syntax; Semantics; Written Language; Urban Schools; Reading Tests; Spelling; Achievement Tests; Gates MacGinitie Reading Tests; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Leseverstehen; Wortschatz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Semantik; Geschriebene Sprache; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lesetest; Schreibweise; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Purpose: The current study takes a practical and theoretically grounded look at assessment of morphological knowledge and its potential to deepen understanding of how morphological knowledge supports reading comprehension for students with limited reading vocabulary. Specifically, we explore how different morphological skills support reading comprehension for students with typical reading vocabulary development compared to students with limited reading vocabulary. Method: A sample of 1,140 fifth through eighth graders were assessed via a gamified, computer-adaptive measure of language that contained a morphological knowledge assessment. Links to standardized reading comprehension were explored with a focus on determining differences for the 184 students in the sample who showed limited reading vocabulary knowledge. Specifically, multiple regression analyses were used to test for the relation between morphology skills and standardized reading comprehension, as well as the moderator effect of reading vocabulary on the relation between morphological knowledge and standardized reading comprehension. Results: Findings indicate that the four instructionally malleable morphological skills identified by the assessment differentially supported reading comprehension. These skills were (a) Morphological Awareness; (b) Syntactic Morphological Knowledge; (c) Semantic Morphological Knowledge; and (d) Phonological/Orthographic Morphological Knowledge. Significant interactions for students with limited reading vocabulary were shown in how the skills of Syntactic Morphological Knowledge, Semantic Morphological Knowledge, and Phonological/Orthographic Morphological Knowledge supported standardized Reading Comprehension. Conclusions: Given the challenges students with limited reading vocabulary have with semantic information, Syntactic Morphological Knowledge and Phonological/Orthographic Morphological Knowledge were particularly supportive, suggesting the compensatory role of these morphological skills. In contrast, Semantic Morphological Knowledge had a negative relationship with Reading Comprehension for students with limited reading vocabulary. Implications for theory, research, and practice are discussed. (As Provided).
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