Assessing direct contributions of morphological awareness and prosodic sensitivity to children’s word reading and reading comprehension

Deacon, S.H. and Holliman, A.J. and Dobson, G.J. and Harrison, Emily (2018) Assessing direct contributions of morphological awareness and prosodic sensitivity to children’s word reading and reading comprehension. Scientific Studies of Reading, 22. pp. 527-534. ISSN 1088-8438

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Abstract

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.
Keywords: Morphological Awareness; Prosody; Word Reading; Reading Comprehension.

Item Type: Article
Identification Number: https://doi.org/10.1080/10888438.2018.1483376
Date: 26 June 2018
Subjects: C800 Psychology
Divisions: Faculty of Business, Law and Social Sciences > School of Social Sciences > Dept. Psychology
REF UoA Output Collections > REF2021 UoA 04: Psychology, Psychiatry and Neuroscience
Depositing User: Emily Harrison
Date Deposited: 08 Jun 2018 14:17
Last Modified: 09 Oct 2020 11:29
URI: http://www.open-access.bcu.ac.uk/id/eprint/5975

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