1
|
Kaldes G, Tighe EL, Romski M, Pigott TD, Sun CD. Morphological Assessment Features and their Relations to Reading: A Meta-Analytic Structural Equation Modeling Study. EDUCATIONAL RESEARCH REVIEW 2024; 43:100602. [PMID: 38854741 PMCID: PMC11156216 DOI: 10.1016/j.edurev.2024.100602] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2024]
Abstract
Morphemes are the smallest meaningful unit of language (e.g., affixes, base words) that express grammatical and semantic information. Additionally, morphological knowledge is significantly related to children's word reading and reading comprehension skills. Researchers have broadly assessed morphological knowledge by using a wide range of tasks and stimuli, which has influenced the interpretation of the relations between morphological knowledge and reading outcomes. This review of 103 studies used meta-analytic structural equation modeling (MASEM) to investigate the relations between commonly occurring morphological knowledge assessment features (e.g., written versus oral, spelling versus no spelling) in the literature to reading outcomes, including word reading and reading comprehension. Meta-regression techniques were used to examine moderators of age and reading ability. Morphological assessments that used a written modality (e.g., reading, writing) were more predictive of word reading outcomes than those administered orally. Assessments of morphological spelling were more predictive of both word reading and reading comprehension outcomes than those that did not examine spelling accuracy. Age was a significant moderator of the relation between morphology and word reading, such that the relation was stronger for the younger than the older children. Younger children also demonstrated higher relations between multiple task dimensions and reading comprehension, including oral tasks, tasks without decoding, and tasks that provided context clues. These findings have important implications for future morphological intervention studies aimed to improve children's reading outcomes, in particular the use of orthography and spelling within the context of teaching morphology.
Collapse
Affiliation(s)
- Gal Kaldes
- Georgia State University, Departments of Learning Sciences and Psychology, United States
| | | | - MaryAnn Romski
- Georgia State University, Departments of Communication and Psychology, United States
| | | | | |
Collapse
|
2
|
Apel K, Henbest VS, Petscher Y. Effects of Affix Type and Base Word Transparency on Students' Performance on Different Morphological Awareness Measures. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:239-256. [PMID: 36516468 DOI: 10.1044/2022_jslhr-22-00195] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
PURPOSE We examined whether affix type and base word transparency explained variation in third- through sixth-grade students' performance on a number of morphological awareness tasks. METHOD Third- through sixth-grade students (n > 500 at each grade) completed morphological awareness tasks from the Morphological Awareness Test for Reading and Spelling, which represent the ways individuals may use their morphological awareness to support reading and spelling. Explanatory item response models were used to understand the role of affix type and base word transparency on students' performance on six morphological awareness tasks. RESULTS For all grades, 73%-83% of variance in students' performance was due to differences across individual items. Furthermore, when task effects, affix type, and base word transparency were included simultaneously in the model, affix type was not a significant predictor; there was a significant effect of base word transparency and task. Specifically, the probability of a correct response was greater on task items in which inflected or derived words were transparent with their base word (e.g., friend > friendly) compared to items in which there was a shift in both the phonological and orthographic aspects of the base word (e.g., attend > attention). CONCLUSIONS These findings emphasize the importance of considering base word transparency when assessing students' morphological awareness skills with less emphasis on affix type, at least for third- through sixth-grade students. Our results also point to the importance of administering a variety of morphological awareness tasks to fully capture an individual's morphological awareness skills. Collectively, researchers and practitioners should ensure assessment items on multiple measures of morphological awareness vary in their base word transparency to potentially capture a range of student performances.
Collapse
Affiliation(s)
- Kenn Apel
- Department of Communication Sciences and Disorders, University of South Carolina, Columbia
| | - Victoria S Henbest
- Department of Speech Pathology and Audiology, University of South Alabama, Mobile
| | - Yaacov Petscher
- Florida Center for Reading Research, Florida State University, Tallahassee
| |
Collapse
|
3
|
Apel K, Henbest VS, Petscher Y. Morphological Awareness Performance Profiles of First- Through Sixth-Grade Students. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:1070-1086. [PMID: 35050704 DOI: 10.1044/2021_jslhr-21-00282] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
PURPOSE We examined whether diverse profiles of strengths and weaknesses would emerge when assessing different aspects of morphological awareness in first- through sixth-grade students using a recently developed standardized test, the Morphological Awareness Test for Reading and Spelling (MATRS; Apel et al., 2021). METHOD Four thousand fifty-nine first- through sixth-grade students completed the eight morphological awareness tasks of the MATRS. The eight tasks represent the multiple ways that morphological awareness impacts both spoken and written language skills for the English language. Exploratory finite mixture models estimated the number of latent subgroups that best reflected heterogeneity in task-level performance by grade level. Specific profiles were chosen that demonstrated strong reliability and included a set of tasks that were consistent between first- and second-grade students and between third- and sixth-grade students. RESULTS Different performance profiles emerged when the students completed multiple morphological awareness tasks. At each of the six grades (first through sixth), clusters of students performed differentially on specific tasks. CONCLUSIONS The findings demonstrate that students can differ in patterns of strength and weaknesses of their morphological awareness given a range of tasks that assess different aspects of morphological awareness. The clinical implications of these findings suggest that by identifying students struggling in specific areas of morphological awareness, clinicians can develop and implement specific prescriptive instructional plans.
Collapse
Affiliation(s)
- Kenn Apel
- Department of Communication Sciences and Disorders, University of South Carolina, Columbia
| | - Victoria S Henbest
- Department of Speech Pathology and Audiology, University of South Alabama, Mobile
| | - Yaacov Petscher
- Florida Center for Reading Research, Florida State University, Tallahassee
| |
Collapse
|
4
|
Gatlin B, Wanzek J. Relations Among Children's Use of Dialect and Literacy Skills: A Meta-Analysis. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2015; 58:1306-18. [PMID: 26090843 PMCID: PMC4765162 DOI: 10.1044/2015_jslhr-l-14-0311] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/04/2014] [Accepted: 06/11/2015] [Indexed: 05/05/2023]
Abstract
PURPOSE The current meta-analysis examines recent empirical research studies that have investigated relations among dialect use and the development and achievement of reading, spelling, and writing skills. METHOD Studies published between 1998 and 2014 were selected if they: (a) included participants who were in Grades K-6 and were typically developing native English speakers, (b) examined a concurrent quantitative relationship between dialect use and literacy, including reading, spelling, or writing measures, and (c) contained sufficient information to calculate effect size estimates. RESULTS Upon the removal of one study that was found to be an outlier, the full sample included 19 studies consisting of 1,947 participants, of which the majority (70%) were African American. The results showed a negative and moderate relationship between dialect use and overall literacy performance (M effect size = -0.33) and for dialect and reading (M effect size = -0.32). For spelling and writing, the relationship was negative and small (M effect size = -0.22). Moderator analyses revealed that socioeconomic status and grade level were not significant predictors for relations among dialect use and literacy skills. CONCLUSIONS Implications for practice and future research, including analyzing dialect use in a variety of contexts and examining these relations to literacy outcomes, are discussed.
Collapse
|
5
|
Apel K, Werfel K. Using Morphological Awareness Instruction to Improve Written Language Skills. Lang Speech Hear Serv Sch 2014; 45:251-60. [DOI: 10.1044/2014_lshss-14-0039] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2014] [Accepted: 05/20/2014] [Indexed: 11/09/2022] Open
Abstract
Purpose
Written English is a morphophonemic language. Researchers have documented that a conscious awareness of the morphological structure of English morphology is predictive of students' written language skills and that morphological awareness instruction leads to improvements in morphological awareness and in other written language skills. The purpose of this tutorial is to provide specific information to clinical scientists and other educators for integrating morphological awareness instruction into their written language instruction.
Method
The authors first define morphological awareness and provide an overview of the research on the effects of morphological awareness intervention on improving morphological awareness and written language skills. Measures used to assess morphological awareness ability are then discussed, followed by suggestions for how clinical scientists and other educators can provide morphological awareness instruction to improve the written language skills of the students they serve.
Conclusion
By integrating morphological awareness instruction into the services they provide, clinical scientists and other educators will be providing their students with a strong tool to aid written language skills.
Collapse
Affiliation(s)
- Kenn Apel
- University of South Carolina, Columbia
| | | |
Collapse
|
6
|
Horton R, Apel K. Examining the use of spoken dialect indices with African American children in the southern United States. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2014; 23:448-460. [PMID: 24687181 DOI: 10.1044/2014_ajslp-13-0028] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
PURPOSE To examine the utility of different dialect indices that have been used to characterize the Non-Mainstream American English (NMAE) dialect of African American children. The relationships among 4 popular dialect indices were examined and compared with the results of a standardized tool used to classify the language variation of child speakers at 3 different grade levels. METHOD The authors used listener judgment ratings, 2 dialect density measures obtained from a narrative sample, a standardized tool (Part 1 of the Diagnostic Evaluation of Language Variation-Screener Test [DELV-ST; Seymour, Roper, & deVilliers, 2003]), and dialect variation scores (DVAR) obtained from the DELV-ST to characterize 113 African American children's spoken production of NMAE. RESULTS Grade-level effects on NMAE varied depending on the index used to measure dialect production. All of the dialect indices under investigation were related to one another. DELV-ST classification group effects were present on all but 1 of the indices used to capture NMAE. CONCLUSIONS Newer measures of NMAE, such as the DELV-ST and DVAR scores, are comparable to older measures such as dialect density measures and listener judgment ratings. Like listener judgment ratings, the DELV-ST and DVAR scores offer clinicians and researchers alike a quicker alternative to dialect density measures for confirming and quantifying the spoken production of NMAE dialect. The present findings confirm that, depending on the type of data collected and questions posed, researchers and clinicians alike are able to choose from multiple, valid, and reliable measures of non-mainstream dialect use.
Collapse
|
7
|
Berthiaume R, Daigle D. Are dyslexic children sensitive to the morphological structure of words when they read? The case of dyslexic readers of French. DYSLEXIA (CHICHESTER, ENGLAND) 2014; 20:241-260. [PMID: 24764057 DOI: 10.1002/dys.1476] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/12/2013] [Revised: 02/18/2014] [Accepted: 03/21/2014] [Indexed: 06/03/2023]
Abstract
Typically, research has cited a deficient use of word recognition procedures mainly caused by a phonological deficit as the source of dyslexic students' reading difficulties. However, recent studies have shown that morphological processing also plays an important part in reading. In the present study, sensitivity to the morphological structure of words was assessed with a plausibility judgment task, where participants determined which of two pseudo-words most resembled a real word in French, and with a decomposition task requiring participants to extract the base forms of morphologically complex words. Dyslexic participants (DYS, n = 26) aged 9-12 years were matched to 26 participants of the same chronological age (CA) and 30 younger participants of the same reading age (RA). Overall, the decomposition task was less successful at demonstrating morphological knowledge than the plausibility judgment task. Results indicate that dyslexic participants demonstrated some morphological sensitivity, particularly on the plausibility task, but were outperformed by both control groups on both tasks. Performance on morphological tasks was significantly correlated to reading comprehension scores. More research needs to be carried out to better comprehend the effects of task characteristics on dyslexic participants' success and before claiming a different or deviant developmental path for morphological knowledge.
Collapse
|
8
|
Craig HK, Kolenic GE, Hensel SL. African American English-speaking students: a longitudinal examination of style shifting from kindergarten through second grade. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2014; 57:143-157. [PMID: 23900034 DOI: 10.1044/1092-4388(2013/12-0157)] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
PURPOSE The purpose of this longitudinal study was twofold: to examine shifting from African American English (AAE) to mainstream American English (MAE) across the early elementary grades, when students are first exposed to formal instruction in reading; and to examine how metalinguistic and cognitive variables influenced the students' dialectal adaptations from AAE to MAE in a literacy context with higher expectations for MAE. METHOD Participants were 102 typically developing AAE-speaking students enrolled in public schools in the northern Midwest. They were enrolled in the project at kindergarten and tested 3 times a year, for 3 years. Approximately half were male and half female, and two-thirds were from low socioeconomic status homes. RESULTS A style shifting coefficient (SSC) was created to measure amounts of dialect change between contexts and over time by individuals. Some students shifted to MAE in literacy contexts, and shifting was not related to grade. Metalinguistic skills and SSC predicted reading, and metalinguistic skills predicted the SSC at 2nd grade. The findings indicated that cognitive executive functions may contribute to the SSC. CONCLUSIONS The results provide strong support for the dialect shifting-reading achievement hypothesis and indicated that metalinguistic and perhaps executive functioning are important influences on this linguistic adaptation.
Collapse
|
9
|
Reder F, Daigle D, Demont E. Metalinguistic development in French learners enrolled in an immersion programme: A longitudinal study. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2013. [DOI: 10.1080/17405629.2012.734132] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
|
10
|
Reder F, Marec-Breton N, Gombert JE, Demont E. Second-language learners’ advantage in metalinguistic awareness: A question of languages’ characteristics. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2013; 83:686-702. [DOI: 10.1111/bjep.12003] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2010] [Accepted: 09/18/2012] [Indexed: 11/29/2022]
|
11
|
Jarmulowicz L, Taran VL, Seek J. Metalinguistics, stress accuracy, and word reading: does dialect matter? Lang Speech Hear Serv Sch 2012; 43:410-23. [PMID: 22562865 DOI: 10.1044/0161-1461(2012/11-0060)] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
PURPOSE The authors examined the influence of demographic variables on nonmainstream American English (NMAE) use; the differences between NMAE speakers and mainstream American English (MAE) speakers on measures of metalinguistics, single-word reading, and a new measure of morphophonology; and the differences between the 2 groups in the relationships among the measures. METHOD Participants were typically developing 3rd graders from Memphis, TN, including 21 MAE and 21 NMAE speakers. Children received a battery of tests measuring phonological and morphological awareness (PA and MA), morphophonology (i.e., accurately produced lexical stress in derived words), decoding, and word identification (WID). RESULTS Controlling for socioeconomic status, measures of PA, decoding, and WID were higher for MAE than for NMAE speakers. There was no difference in stress accuracy between the dialect groups. Only for the NMAE group were PA and MA significantly related to decoding and WID. Stress accuracy was correlated with word reading for the NMAE speakers and with all measures for the MAE speakers. CONCLUSION Stress accuracy was consistently related to reading measures, even when PA and MA were not. Morphophonology involving suprasegmental factors may be an area of convergence between language varieties because of its consistent relationship to word reading.
Collapse
|
12
|
Apel K, Lawrence J. Contributions of morphological awareness skills to word-level reading and spelling in first-grade children with and without speech sound disorder. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2011; 54:1312-1327. [PMID: 21386040 DOI: 10.1044/1092-4388(2011/10-0115)] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
PURPOSE In this study, the authors compared the morphological awareness abilities of children with speech sound disorder (SSD) and children with typical speech skills and examined how morphological awareness ability predicted word-level reading and spelling performance above other known contributors to literacy development. METHOD Eighty-eight first-grade students--44 students with SSD and no known history of language deficiencies, and 44 students with typical speech and language skills--completed an assessment battery designed to measure speech sound production, morphological awareness, phonemic awareness, letter-name knowledge, receptive vocabulary, word-level reading, and spelling abilities. RESULTS The children with SSD scored significantly lower than did their counterparts on the morphological awareness measures as well as on phonemic awareness, word-level reading, and spelling tasks. Regression analyses suggested that morphological awareness predicted significant unique variance on the spelling measure for both groups and on the word-level reading measure for the children with typical skills. CONCLUSION These results suggest that children with SSD may present with a general linguistic awareness insufficiency, which puts them at risk for difficulties with literacy and literacy-related tasks.
Collapse
Affiliation(s)
- Kenn Apel
- Florida State University, Tallahassee, USA.
| | | |
Collapse
|
13
|
Ivy LJ, Masterson JJ. A Comparison of Oral and Written English Styles in African American Students at Different Stages of Writing Development. Lang Speech Hear Serv Sch 2011; 42:31-40. [DOI: 10.1044/0161-1461(2010/09-0069)] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose
The purpose of this investigation was to compare the rates of using African American English (AAE) grammatical features in spoken and written language at different points in literacy development. Based on Kroll’s model (1981), a high degree of similarity in use between the modalities was expected at Grade 3, and lower similarity was expected at Grade 8.
Method
Spoken and written language samples were analyzed for the occurrence of 6 AAE morphosyntactic features. Fifteen third graders and 15 eighth graders were asked to respond to interview questions and to retell stories in both modalities. Percentage use of the AAE grammatical features and a dialectal density measure were used to measure rates of AAE occurrence.
Results
Findings indicated comparable use of dialect in spoken and written modalities for 3
rd
graders, but a difference in use between the modalities for 8
th
graders. The 8
th
graders used more dialectal features in speaking than writing.
Conclusion
These results suggest that there is likely a period in writing development when speakers of AAE learn to dialect switch in their writing.
Collapse
|
14
|
Abstract
Purpose
This prologue introduces the clinical forum, briefly discusses the importance of morphology in literacy, and informs the reader of the scope of the included articles.
Method
The concept of morphology is reviewed, contributing authors are introduced, and a brief summary of each of the 5 forum articles is provided.
Conclusion
The studies in this forum investigated different morphological skills in a variety of contexts, at a variety of grade levels, and from a variety of perspectives, enabling the reader to learn more about morphological awareness developmentally, linguistically, and clinically.
Collapse
|