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Contributions of Morphological Awareness Skills to Word-Level Reading and Spelling in First-Grade Children With and Without Speech Sound Disorder
16 references·10 citing·33 second hop
Contributions of Morphological Awareness Skills to Word-Level Reading and Spelling in First-Grade Children With and Without Speech Sound Disorder (2011)Contributions of Morphological Awareness …Kaufman Brief Intelligence Test (2021)Kaufman Brief Intelligence Te…Woodcock Reading Mastery Tests–Revised (2014)Woodcock Reading Mastery Test…Handbook of language and literacy : development and disorders (2014)Handbook of language and lite…Morphological Aspects of Language Processing (2013)Morphological Aspects of Lang…Relations Among Speech, Language, and Reading Disorders (2008)Relations Among Speech, Langu…From single to multiple deficit models of developmental disorders (2006)From single to multiple defic…Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. (2006)Contributions of morphology b…Relationship of Morphology and Other Language Skills to Literacy Skills in At-Risk Second-Grade Readers and At-Risk Fourth-Grade Writers. (2003)Relationship of Morphology an…Family Risk of Dyslexia Is Continuous: Individual Differences in the Precursors of Reading Skill (2003)Family Risk of Dyslexia Is Co…Awareness of the structure and meaning of morphologically complex words: Impact on reading (2000)Awareness of the structure an…Emerging Minds (1996)Emerging MindsPhonological Awareness and Literacy Development in Children With Expressive Phonological Impairments (1995)Phonological Awareness and Li…Morphological awareness and early reading achievement. (1995)Morphological awareness and e…The Relationship Between Speech-Language Impairments and Reading Disabilities (1993)The Relationship Between Spee…A Prospective Study of the Relationship between Specific Language Impairment, Phonological Disorders and Reading Retardation (1990)A Prospective Study of the Re…Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader (1988)Explaining the Differences Be…Blueprint for a Universal Theory of Learning to Read: The Combinatorial Model (2025)Blueprint for a Universal The…The forgotten language skill: finding a prominent place for listening in meaningful programming for multilingual learners with learning disabilities (2023)The forgotten language skill:…Educational outcomes associated with persistent speech disorder (2021)Educational outcomes associat…What Is the Influence of Morphological Knowledge in the Early Stages of Reading Acquisition Among Low SES Children? A Graphical Modeling Approach (2018)What Is the Influence of Morp…Exploring the Overlap Between Dyslexia and Speech Sound Production Deficits (2018)Exploring the Overlap Between…How do different cognitive and linguistic variables contribute to reading in Arabic? A cross-sectional study from first to sixth grade (2017)How do different cognitive an…Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade (2014)Comprehension Tools for Teach…Morphological Awareness Intervention With Kindergartners and First- and Second-Grade Students From Low Socioeconomic Status Homes: A Feasibility Study (2013)Morphological Awareness Inter…Language Disorders in Multilingual and Multicultural Populations (2013)Language Disorders in Multili…Early predictors of phonological and morphological awareness and the link with reading: Evidence from children with different patterns of early deficit (2013)Early predictors of phonologi…The American Heritage Word Frequency Book (1973)How Many Words Are There in Printed School English? (1984)Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development (2004)Words as Tools: Learning Academic Vocabulary as Language Acquisition (2012)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)EQS : structural equations program manual (1989)Handbook of reading research (1991)Morphological Awareness and Learning to Read: A Cross-Language Perspective (2006)L2 Reading Comprehension and Its Correlates: A Meta‐Analysis (2014)The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)A distributed, developmental model of word recognition and naming. (1989)Understanding normal and impaired word reading: Computational principles in quasi-regular domains. (1996)Developmental dyslexia (2012)Developmental Dyslexia (2015)Categorizing sounds and learning to read—a causal connection (1983)Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. (1994)Language Comprehension in Language-Learning Impaired Children Improved with Acoustically Modified Speech (1996)Decoding, Reading, and Reading Disability (1986)Is Preschool Language Impairment a Risk Factor for Dyslexia in Adolescence? (2000)Estimating the Risk of Future Reading Difficulties in Kindergarten Children (2001)Short‐term and working memory in specific language impairment (2006)Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. (2000)Peabody Picture Vocabulary Test (2010)Intensive Remedial Instruction for Children with Severe Reading Disabilities (2001)A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments (2002)Language Deficits in Poor Comprehenders: A Case for the Simple View of Reading (2006)Handbook of Research on Learning and Instruction (2011)Morphological awareness uniquely predicts young children's Chinese character recognition. (2003)Understanding chinese developmental dyslexia: Morphological awareness as a core cognitive construct. (2006)The Effects of Morphological Instruction on Literacy Skills (2010)A Developmental Model of Critical Thinking (1999)Life-management strategies of selection, optimization and compensation: Measurement by self-report and construct validity. (2002)Time Constraints and Resource Sharing in Adults' Working Memory Spans. (2004)
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References

  • 2006From single to multiple deficit models of developmental disorders1,166 cited
  • 2013Morphological Aspects of Language Processing1,133 cited
  • 1988Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader1,078 cited
  • 2000Awareness of the structure and meaning of morphologically complex words: Impact on reading1,064 cited
  • 1990A Prospective Study of the Relationship between Specific Language Impairment, Phonological Disorders and Reading Retardation1,064 cited
  • 2014Woodcock Reading Mastery Tests–Revised931 cited
  • 2006Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students.899 cited
  • 1996Emerging Minds798 cited
  • 1995Morphological awareness and early reading achievement.649 cited
  • 1993The Relationship Between Speech-Language Impairments and Reading Disabilities618 cited
  • 2014Handbook of language and literacy : development and disorders552 cited
  • 2021Kaufman Brief Intelligence Test545 cited
  • 2003Family Risk of Dyslexia Is Continuous: Individual Differences in the Precursors of Reading Skill543 cited
  • 2008Relations Among Speech, Language, and Reading Disorders524 cited
  • 2003Relationship of Morphology and Other Language Skills to Literacy Skills in At-Risk Second-Grade Readers and At-Risk Fourth-Grade Writers.

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471 cited
  • 1995Phonological Awareness and Literacy Development in Children With Expressive Phonological Impairments445 cited
  • Cited by

    • 2013Morphological Awareness Intervention With Kindergartners and First- and Second-Grade Students From Low Socioeconomic Status Homes: A Feasibility Study76 cited
    • 2013Early predictors of phonological and morphological awareness and the link with reading: Evidence from children with different patterns of early deficit55 cited
    • 2018Exploring the Overlap Between Dyslexia and Speech Sound Production Deficits54 cited
    • 2017How do different cognitive and linguistic variables contribute to reading in Arabic? A cross-sectional study from first to sixth grade53 cited
    • 2014Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade42 cited
    • 2025Blueprint for a Universal Theory of Learning to Read: The Combinatorial Model40 cited
    • 2013Language Disorders in Multilingual and Multicultural Populations40 cited
    • 2018What Is the Influence of Morphological Knowledge in the Early Stages of Reading Acquisition Among Low SES Children? A Graphical Modeling Approach40 cited
    • 2021Educational outcomes associated with persistent speech disorder40 cited
    • 2023The forgotten language skill: finding a prominent place for listening in meaningful programming for multilingual learners with learning disabilities8 cited