Morphological awareness and vocabulary acquisition: A longitudinal examination of their relationship in English-speaking children
| Autor: | Erin Sparks, S. Hélène Deacon |
|---|---|
| Rok vydání: | 2013 |
| Předmět: |
Word reading
Linguistics and Language Longitudinal study Vocabulary media_common.quotation_subject Experimental and Cognitive Psychology Morphological awareness Language and Linguistics Developmental psychology Pseudoword Nonverbal communication Phonological awareness Reading (process) Psychology General Psychology media_common |
| Zdroj: | Applied Psycholinguistics. 36:299-321 |
| ISSN: | 1469-1817 0142-7164 |
| DOI: | 10.1017/s0142716413000246 |
| Popis: | Although a relationship between morphological awareness and vocabulary has been widely observed, questions remain about the direction of that relationship. This longitudinal study explores the temporal relationship between morphological awareness and vocabulary among monolingual English-speaking children. Participants were 100 children tested in Grades 2 and 3. We evaluated morphological awareness and vocabulary in both grades, along with phonological awareness, word reading, pseudoword reading, and nonverbal reasoning. Cross-lagged regression analyses with autoregressive controls assessed the temporal relationship between morphological awareness and vocabulary; morphological awareness at Grade 2 predicted change in vocabulary between Grades 2 and 3, but vocabulary did not predict change in morphological awareness. The results add to our understanding of the relationship between these two developing skills. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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