The Effects of Learning to Spell on Children's Awareness of Morphology

Autor/inn/en	Nunes, Terezinha; Bryant, P.; Bindman, Miriam
Titel	The Effects of Learning to Spell on Children's Awareness of Morphology
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 19 (2006) 7, S.767-787 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-006-9025-y
Schlagwörter	Stellungnahme; Spelling; Learning Strategies; Children; Morphology (Languages); English; Literacy; Morphemes; Longitudinal Studies; Learning Processes; Phonology; Metalinguistics + Suchen Sie Ihr Suchwort? Schreibweise; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Child; Kind; Kinder; Morphology; Morphologie; English language; Englisch; Alphabetisierung; Schreib- und Lesefähigkeit; Morphem; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Learning process; Lernprozess; Fonologie; Metalanguage; Metasprache
Abstract	Because the spelling of many words in the English language (and in many other languages as well) depends on their morphemic structure, children have to have some knowledge about morphemes in order to learn to read and write. This raises the possibility that children gain much of their explicit knowledge about morphemes as a direct result of learning to read and to spell. We report two large-scale longitudinal studies that support the idea of this kind of causal connection. In the first study children's success in spelling the inflexion at the end of regular past verbs predicted their performance in two morphological awareness tasks a year later. In the second study the children's consistency in spelling morphemes predicted their ability to define new words on the basis of their morphemic structure. We conclude that the experience of learning to read and write does affect people's knowledge of morphemes, and we argue that the causal relationship between morphemic knowledge and reading and writing is probably a two-way one. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10