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The relations between morphological awareness and reading comprehension in beginner readers to young adolescents.

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Title: The relations between morphological awareness and reading comprehension in beginner readers to young adolescents.
Authors: James, Emma, Currie, Nicola K., Tong, Shelley Xiuli, Cain, Kate
Source: Journal of Research in Reading. Feb2021, Vol. 44 Issue 1, p110-130. 21p.
Subjects: Morphology, Reading comprehension, Phonological awareness, Comprehensive instruction (Reading)
Abstract: Background: Morphological awareness plays a crucial role in supporting higher‐level text processing. We examined its contribution to reading comprehension in children of different ages and ability levels in order to determine when and for whom morphological awareness is of particular importance. Methods: Three groups of children (aged 6–8 years, N = 128; 9–11 years, N = 126; and 12–13 years N = 147) completed judgement and production tasks to measure awareness of compounding, inflections and derivations. Nonverbal reasoning, vocabulary, phonological awareness, word reading and reading comprehension were also assessed. Results: Principal component analysis yielded a single primary factor of morphological awareness for each age group. Separate hierarchical multiple regressions revealed that this morphological awareness factor accounted for significant unique variance in reading comprehension for groups of 6–8 and 12–13 years, beyond age, nonverbal reasoning, vocabulary, phonological awareness and word reading. Vocabulary also uniquely predicted reading comprehension in all three age groups. Quantile regression analyses at three points in the reading comprehension distribution (0.1, 0.5 and 0.9) indicated that morphological awareness and vocabulary predicted reading comprehension to a similar extent across the ability range. Conclusions: Our results clarify the fundamental role of morphological awareness in reading comprehension across all levels of readers. In addition, vocabulary and morphological awareness each make critical contributions to comprehension ability in developing readers across the ability range. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research in Reading is the property of Wiley-Blackwell 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: Psychology and Behavioral Sciences Collection
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  Data: The relations between morphological awareness and reading comprehension in beginner readers to young adolescents.
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  Data: <searchLink fieldCode="AR" term="%22James%2C+Emma%22">James, Emma</searchLink><br /><searchLink fieldCode="AR" term="%22Currie%2C+Nicola+K%2E%22">Currie, Nicola K.</searchLink><br /><searchLink fieldCode="AR" term="%22Tong%2C+Shelley+Xiuli%22">Tong, Shelley Xiuli</searchLink><br /><searchLink fieldCode="AR" term="%22Cain%2C+Kate%22">Cain, Kate</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Reading%22">Journal of Research in Reading</searchLink>. Feb2021, Vol. 44 Issue 1, p110-130. 21p.
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  Data: <searchLink fieldCode="DE" term="%22Morphology%22">Morphology</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehensive+instruction+%28Reading%29%22">Comprehensive instruction (Reading)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Morphological awareness plays a crucial role in supporting higher‐level text processing. We examined its contribution to reading comprehension in children of different ages and ability levels in order to determine when and for whom morphological awareness is of particular importance. Methods: Three groups of children (aged 6–8 years, N = 128; 9–11 years, N = 126; and 12–13 years N = 147) completed judgement and production tasks to measure awareness of compounding, inflections and derivations. Nonverbal reasoning, vocabulary, phonological awareness, word reading and reading comprehension were also assessed. Results: Principal component analysis yielded a single primary factor of morphological awareness for each age group. Separate hierarchical multiple regressions revealed that this morphological awareness factor accounted for significant unique variance in reading comprehension for groups of 6–8 and 12–13 years, beyond age, nonverbal reasoning, vocabulary, phonological awareness and word reading. Vocabulary also uniquely predicted reading comprehension in all three age groups. Quantile regression analyses at three points in the reading comprehension distribution (0.1, 0.5 and 0.9) indicated that morphological awareness and vocabulary predicted reading comprehension to a similar extent across the ability range. Conclusions: Our results clarify the fundamental role of morphological awareness in reading comprehension across all levels of readers. In addition, vocabulary and morphological awareness each make critical contributions to comprehension ability in developing readers across the ability range. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Research in Reading is the property of Wiley-Blackwell 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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        Value: 10.1111/1467-9817.12316
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      – Code: eng
        Text: English
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        PageCount: 21
        StartPage: 110
    Subjects:
      – SubjectFull: Morphology
        Type: general
      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Phonological awareness
        Type: general
      – SubjectFull: Comprehensive instruction (Reading)
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              M: 02
              Text: Feb2021
              Type: published
              Y: 2021
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