Morphological Awareness in Relation to Reading Comprehension in Early Elementary School Students
Abstract
The purpose of the current research is to examine the role of morphological awareness on reading comprehension in elementary-age students. MA was assessed at 3 levels: the subword level, the word level, and the sentence level. Phonological awareness, rapid naming, and vocabulary were all controlled for, as these factors have been found to be significant predictors in reading success. This study was interested in the effects of MA above and beyond these other mediating factors. Seventy-two second grade students, aged 7–8, in the Boston, MA, metropolitan area participated in this study. The current study confirmed previous research that phonological awareness, vocabulary, and rapid naming predict reading comprehension skills. MA was not found to be a statistically significant predictor of this variable. Practical implications for early identification and instruction are discussed.
Subject Area
Psychology|Education
Recommended Citation
Clark, Jessica, "Morphological Awareness in Relation to Reading Comprehension in Early Elementary School Students" (2021). ETD Collection for Fordham University. AAI28317138.
https://research.library.fordham.edu/dissertations/AAI28317138
