Morphological Use as an Indicator of Reading Disability...

Introduction Children with reading disabilities differ from children that read typically in their use of morphological forms. This view has been supported by multiple studies that review the relationship between reading and morphology (Carlisle, J., Stone, C. 2005; Nagy, W., Berninger, V., Abbott, R. 2006; Reed, D. 2008; Kuo, L. Anderson, R. 2006). Morphology has been linked to reading ability, as has phonology, for many years. Traditionally reading ability, or disability, is detected by the student’s strength with phonology(Crisp, J. Lambon Ralph, M. 2006; Marshall, C. van der Lely, H. 2007;), yet many recent studies have indicated that morphological awareness can play a key role in the detection and intervention of reading†¦show more content†¦Another name for this is derivational morphology, which is linked with reading comprehension. The link between reading and morphology has been well established. Nagy, Berninger, and Abbott found that derivational Morphology is an important and unique factor of learning to read (2006). Understanding complex words depends greatly on understanding the word parts (Nagy, W., Berninger, V., Abbott, R. 2006). For instance, â€Å"disagreement† is more easily decoded if a child already knows the word agree, that the prefix dis- makes it negative, and that the suffix –ment makes it a noun. In their experiment, they evaluated 607 students, from fourth to ninth grade on their morphological knowledge, phonological ability, reading ability, and spelling. The researchers then compared the measures of phonological ability and morphological awareness to the literacy measures. They also compared the phonological and morphological measures to each other. They found that morphological awareness uniquely contributed to reading comprehension, vocabulary, and spelling for all the grade levels evaluated. Their findings suggested that this connection was even stronger in the eighth and ninth grade students that they studied. Another study that shows a connection between morphology and reading ability is the research of Deacon, Parrila, and Kirby (2006). In their study of adults with high functioning dyslexia they found that while adults with normal readingShow MoreRelatedTeaching Reading Is Rocket Science13428 Words   |  54 PagesTeaching Reading Is Rocket Science What Expert Teachers of Reading Should Know and Be Able To Do The most fundamental responsibility of schools is teaching students to read. Teaching Reading Is Rocket Science What Expert Teachers of Reading Should Know and Be Able To Do June 1999 Author note: This paper was prepared for the American Federation of Teachers by Louisa C. Moats, project director, Washington D.C. site of the National Institute of Child Health and Human Development (NICHD)Read MoreSupporting the Development of English Literacy in English Language Learners22851 Words   |  92 Pagesstudents in U.S. schools, increasing from 6% in 1970 to 16% in 1995 and 19% in 1997 (Ruiz de Velasco Fix, 2000). While their numbers have increased, English language learners (ELLs) lag significantly behind their fluent English-speaking peers in reading. For example, in California, ELLs participating in statemandated standardized testing performed worse at all grade levels and were substantially more likely to score below the nationally ranked 25th percentile. In addition, ELLs are substantiallyRead MoreDeveloping Management Skills404131 Words   |  1617 Pagespermission should be obtained from the publisher prior to any prohibited reproduction, storage in a retriev al system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458. Many of the designations by manufacturers and seller to distinguish their products