Morphological analysis, phonological analysis and learning to read French: a longitudinal study.
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| Title: | Morphological analysis, phonological analysis and learning to read French: a longitudinal study. |
|---|---|
| Authors: | Casalis, Séverine1, Louis-Alexandre, Marie-France2 |
| Source: | Reading & Writing. Jun2000, Vol. 12 Issue 3, p303-335. 33p. |
| Subject Terms: | *Kindergarten, *Longitudinal method, *Learning, *Performance, *Reading comprehension, Analysis of variance |
| Abstract: | This paper presents a longitudinal study, from kindergarten to second grade, which aims to examine the relationship between morphological analysis, phonological analysis and learning to read. Three phonological awareness tasks, five derivational and four inflectional subtests were administered to fifty children at each of the three levels. Evolution of performance was analyzed through the three years. Data showed that with the exception of two subtests, performance increased from kindergarten to first grade and from first grade to second grade, without reaching ceiling performance in second grade, at least for morphological subtests. Links between morphological and phonological analyses were very strong: in particular, syllable segmentation was highly correlated with the morphological subtests in kindergarten while phonemic segmentation was correlated with morphological subtests in first and second grade. There were also strong links between morphological analysis and reading. Regression analyses showed that while phonological awareness explained a major part of variance in first grade, both phonological and morphological scores explained significant part of variance of both decoding and comprehension reading scores in second grade. Thus, this longitudinal study contributes to the evidence of a link between both phonological and morphological analysis and learning to read French. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 15609091 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Morphological analysis, phonological analysis and learning to read French: a longitudinal study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Casalis%2C+Séverine%22">Casalis, Séverine</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Louis-Alexandre%2C+Marie-France%22">Louis-Alexandre, Marie-France</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Jun2000, Vol. 12 Issue 3, p303-335. 33p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Performance%22">Performance</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper presents a longitudinal study, from kindergarten to second grade, which aims to examine the relationship between morphological analysis, phonological analysis and learning to read. Three phonological awareness tasks, five derivational and four inflectional subtests were administered to fifty children at each of the three levels. Evolution of performance was analyzed through the three years. Data showed that with the exception of two subtests, performance increased from kindergarten to first grade and from first grade to second grade, without reaching ceiling performance in second grade, at least for morphological subtests. Links between morphological and phonological analyses were very strong: in particular, syllable segmentation was highly correlated with the morphological subtests in kindergarten while phonemic segmentation was correlated with morphological subtests in first and second grade. There were also strong links between morphological analysis and reading. Regression analyses showed that while phonological awareness explained a major part of variance in first grade, both phonological and morphological scores explained significant part of variance of both decoding and comprehension reading scores in second grade. Thus, this longitudinal study contributes to the evidence of a link between both phonological and morphological analysis and learning to read French. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1023/A:1008177205648 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 33 StartPage: 303 Subjects: – SubjectFull: Kindergarten Type: general – SubjectFull: Longitudinal method Type: general – SubjectFull: Learning Type: general – SubjectFull: Performance Type: general – SubjectFull: Reading comprehension Type: general – SubjectFull: Analysis of variance Type: general Titles: – TitleFull: Morphological analysis, phonological analysis and learning to read French: a longitudinal study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Casalis, Séverine – PersonEntity: Name: NameFull: Louis-Alexandre, Marie-France IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2000 Type: published Y: 2000 Identifiers: – Type: issn-print Value: 09224777 Numbering: – Type: volume Value: 12 – Type: issue Value: 3 Titles: – TitleFull: Reading & Writing Type: main |
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