Relationship of Morphology and Other Language Skills to Literacy Skills in At-Risk Second-Grade Readers and At-Risk Fourth-Grade Writers.

• William Nagy ^[1] ; Virginia Berninger ^[2] ; Robert Abbott ^[2] ; Katherine Vaughan ^[3] ; Karin Vermeulen ^[3]
  1. [1] Seattle Pacific University

     Seattle Pacific University

     Estados Unidos

     
  2. [2] University of Washington

     University of Washington

     Estados Unidos

     
  3. [3] University of Mary Washington

     University of Mary Washington

     Estados Unidos

     

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• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 4, 2003, págs. 730-742
• Idioma: inglés
• DOI: 10.1037/0022-0663.95.4.730
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• Dialnet Métricas: 5 Citas
• Resumen

  • Structural equation modeling evaluated the contribution of phonological, orthographic, morphological, and oral vocabulary factors to word reading, spelling, and reading comprehension outcomes in 98 2nd graders at risk for passing state standards in reading and to those same outcomes plus composing in 97 4th graders at risk for passing state standards in writing. For 2nd-grade children, morphology contributed uniquely to reading comprehension, and oral vocabulary and orthography contributed uniquely to word reading. For 4th-grade children, morphology and oral vocabulary did not contribute uniquely to any outcomes, but morphology and word reading were correlated, and orthography and phonology contributed uniquely to decoding words with affixes. Fourth graders are still learning to coordinate orthographic, phonological, and morphological cues in written words. (PsycINFO Database Record (c) 2016 APA, all rights reserved)