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The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners

The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners,10.1007/s11145-007-9092-8,Reading and W

The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners   (Citations: 8)
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This study examined the relationship between morphological awareness and reading comprehension in English among Spanish-speaking English language learners (ELLs) followed from fourth through fifth grade. Students’ ability to decompose derived words while reading was assessed using an experimental task. Multiple regression analyses were used to investigate the contribution of performance on this task to reading comprehension above and beyond word reading skills, phonological awareness, and breadth of vocabulary knowledge. The relationship between morphological awareness and reading comprehension was found to strengthen between fourth and fifth grade, and in fifth grade, morphological awareness was found to be a significant predictor of reading comprehension. The findings were robust across two measures of reading comprehension and two methods of scoring the experimental task of morphological awareness, and thus support the inclusion of derivational morphology in a model of the English reading comprehension of Spanish-speaking ELLs.
Journal: Reading and Writing - READ WRIT , vol. 21, no. 8, pp. 783-804, 2008
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    • ...Although morphological and syntactic awareness also contribute to reading comprehension performance (Cain, 2007; Kieffer & Lesaux, 2008; Low & Siegel, 2005), vocabulary knowledge is consistently a stronger predictor (Ouellette & Beers, 2010; Proctor et al, 2005) in studies involving L1 and L2 children through the elementary grades...

    Adrian Pasquarellaet al. Comparing Factors Related to Reading Comprehension in Adolescents Who ...

    • ...Previous studies dealing with printed input support the hypothesis that L1 MA transfers into adult L2 reading (Fender, 2003; Koda, 2000) and into child L2 reading (Hancin-Bhatt & Nagy, 1994; Kieffer & Lesaux, 2008; Ramirez, Chen, Geva, & Kiefer, 2010; Schiff & Calif, 2007)...

    Nausica Marcos Miguel. Grapho-morphological awareness in Spanish L2 reading: how do learners ...

    • ...Kieffer and Lesaux (2008) followed Spanishspeaking ELLs from grade four to grade five...
    • ...However, unlike derivational awareness, which has been shown to enhance vocabulary learning in ELLs from different first language backgrounds (Kieffer & Lesaux, 2008; Lam et al., accepted), cognate awareness only develops in ELLs whose first language is etymologically related to English...
    • ...The finding regarding the Spanish-speaking ELLs confirms that reported in Kieffer and Lesaux (2008)...

    Xi Chenet al. Comparing vocabulary development in Spanish and Chinese-speaking ELLs:...

    • ...It has been hypothesized that the relationship between morphological awareness and reading comprehension changes over time and becomes increasingly associated with reading comprehension (Anglin, 1993; Berninger, Abbott, Nagy, & Carlisle, 2009; Carlisle, 2007; Kieffer & Lesaux, 2007, 2008; Nagy, Berninger, & Abbott, 2006)...
    • ...Kieffer and Lesaux (2008) followed 87 Spanish– English bilingual fourth graders through their fifth grade year and assessed the independent contribution of morphological awareness on two measures of English reading comprehension (Woodcock Passage Comprehension and the Gates-MacGinitie)...
    • ...Controlling for a baseline model of reading that included breadth of vocabulary knowledge, Kieffer and Lesaux (2008) found that morphological awareness in fourth grade made independent contributions to both reading measures at fifth grade, explaining 7.8 and 6.1% additional variance, respectively...

    C. Patrick Proctoret al. The role of vocabulary depth in predicting reading comprehension among...

    • ...However, the small number of studies on English L2 learners does provide some insights into the issues, and sheds some lights on the relationship of morphological skills to vocabulary knowledge and reading comprehension (e.g., Kieffer & Lesaux, 2008; Mochizuki & Aizawa, 2000; Qian, 1999; Schmitt & Meara, 1997; Wang, Cheng, & Chen, 2006; Wang, Ko, & Choi, 2009)...
    • ...Kieffer and Lesaux (2008) tracked the development of the three competencies and other reading-related skills among a group of Spanish-speaking English as a Second Language (ESL) readers from Grade 4 to 5 in the United States...
    • ...Among studies on English L2 learners, Kieffer and Lesaux (2008) also found Grade 5 Spanish-speaking ESL readers’ morphological awareness and vocabulary knowledge had significant independent contribution to reading comprehension...
    • ...In contrast to our study, previous studies that have found unique contribution of morphological awareness to reading comprehension often employed a number of measures tapping different levels of morphological awareness (e.g., Kieffer & Lesaux, 2008; Ku & Anderson, 2003; Nagy et al., 2006)...
    • ...Studies that have found the unique contribution of morphological awareness to reading comprehension mostly focused on young children (Kieffer & Lesaux, 2008; Ku & Anderson, 2003; Wang et al., 2006, 2009 )o r adolescents (Nagy et al., 2006) that still demonstrated notable individual differences in decoding fluency...
    • ...Considering decoding efficiency could facilitate comprehension, the unique effect of morphological awareness on reading comprehension over and above vocabulary knowledge, as found in Ku and Anderson (2003) and Nagy et al. (2006) on English monolinguals and Kieffer and Lesaux (2008) on young ESL learners, could reflect the shared variance of decoding efficiency with morphological awareness and reading comprehension (Nagy, 2007)...

    Dongbo Zhanget al. Contribution of morphological awareness and lexical inferencing abilit...

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