The Role of Phonology and Orthography in Morphological Awareness

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Reading and Literacy Development Language Development and Disorders Second Language Acquisition and Learning

Abstract

Recent accounts of reading acquisition and reading disability have focused on the now impressive body of evidence linking reading problems to limited phonological awareness. The strong association between reading and phonological awareness has been observed for a variety of alphabetic orthographies and transcends individual differences in IQ, vocabulary knowledge, chronological age, or even reading experience; the association holds from kindergarten to adulthood and across a diverse set of measures (Adams, 1990; Liberman, Shankweiler, & Liberman, 1989; Pratt & Brady, 1988; Rack, Snow ling & Olson, 1992; Stanovich, 1988). Still other research indicates that phoneme awareness is a necessary, though not sufficient, component of normal reading acquisition (e.g., Gough & Tunmer, 1986; Juel, 1988).

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1991Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95.

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2008The role of compound awareness in Chinese children’s vocabulary acquisition and character reading 2008A Synthesis of Morphology Interventions and Effects on Reading Outcomes for Students in Grades K–12 2000The Effects of Morphological Awareness Training on the Reading and Spelling Skills of Young Dyslexics 2004The Nature of Written Language Deficits in Children With SLI 2006Effects of word and morpheme familiarity on reading of derived words 2000Morphological effects in children's spelling of French words.2012Reciprocal relationship: Children's morphological awareness and their reading accuracy across grades 2 to 3.2001Theory-Guided Spelling Assessment and Intervention

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