TY - JOUR
T1 - Assessing direct contributions of morphological awareness and prosodic sensitivity to children’s word reading and reading comprehension
AU - Deacon, Helene
AU - Holliman, Andrew
AU - Dobson, Graeme
AU - Harrison, Emily
N1 - Funding: This work was supported by the British Academy.
PY - 2018/6/26
Y1 - 2018/6/26
N2 - We examined the independent contributions of prosodic sensitivity and morphological awareness to word reading, text reading accuracy, and reading comprehension. We did so in a longitudinal study of English-speaking children (N = 70). At 5 to 7 years of age, children completed the metalinguistic measures along with control measures of phonological awareness and vocabulary. Children completed the reading measures two years later. Morphological awareness, but not prosodic sensitivity made a significant independent contribution to word reading, text reading accuracy and reading comprehension. The effects of morphological awareness on reading comprehension remained after controls for word reading. These results suggest that morphological awareness needs to be considered seriously in models of reading development and that prosodic sensitivity might have primarily indirect relations to reading outcomes.
AB - We examined the independent contributions of prosodic sensitivity and morphological awareness to word reading, text reading accuracy, and reading comprehension. We did so in a longitudinal study of English-speaking children (N = 70). At 5 to 7 years of age, children completed the metalinguistic measures along with control measures of phonological awareness and vocabulary. Children completed the reading measures two years later. Morphological awareness, but not prosodic sensitivity made a significant independent contribution to word reading, text reading accuracy and reading comprehension. The effects of morphological awareness on reading comprehension remained after controls for word reading. These results suggest that morphological awareness needs to be considered seriously in models of reading development and that prosodic sensitivity might have primarily indirect relations to reading outcomes.
U2 - 10.1080/10888438.2018.1483376
DO - 10.1080/10888438.2018.1483376
M3 - Article
SN - 1088-8438
VL - 22
SP - 527
EP - 534
JO - Scientific Studies of Reading
JF - Scientific Studies of Reading
IS - 6
ER -