Morphological Development and Writing Ability in Children and Adults

Hyla Rubin · Patricia A. Patterson · Miriam Kantor

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Reading and Literacy Development Language Development and Disorders Writing and Handwriting Education

Abstract

The purpose of this study was to investigate morphological knowledge in spoken language and its relationship to written representation of morphemes by normally achieving second graders, language-learning disabled children, and adults with literacy problems. Research dealing with the written expression of populations with language-learning difficulties has consistently indicated that these populations tend to make morphemic errors when spelling words. If a deficit in morphological knowledge is an underlying factor, then these individuals might also be expected to perform poorly on tasks that require them to apply morphological rules in spoken language (an implicit level of morphological knowledge) or to analyze the morphemic structure of spoken words (an explicit level of morphological knowledge). Analyses found both these levels of morphological knowledge to be highly related to morpheme use in written language samples, and suggest that morphological knowledge does not develop solely as a function of maturation or exposure to language. Implications of these findings for assessment and intervention are addressed.

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1983Categorizing sounds and learning to read—a causal connection 1958The Child's Learning of English Morphology 1974Explicit syllable and phoneme segmentation in the young child 1988Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children 1973A cross-sectional study of the acquisition of grammatical morphemes in child speech 1985Phonology and the Problems of Learning to Read and Write 19731. Segmentation of the spoken word and reading acquisition 1977Test for Auditory Comprehension of Language

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2013Putting Words to Work 2000The Role of Phonological Opacity in Reading Achievement 2003Spelling of Inflected Verb Morphology in Children with Spelling Deficits 2007Third Graders’ Metalinguistic Skills, Reading Skills, and Stress Production in Derived English Words 1995Productive phonology and phonological awareness in preschool children 2006Development of phonological, morphological, and orthographic knowledge in young spellers: The case of inflected verbs

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