Morphological awareness and vocabulary acquisition: A longitudinal examination of their relationship in English-speaking children

被引：77

作者：

Sparks, Erin ^{[1
]}

Deacon, S. Helene ^{[1
]}

机构：

[1] Dalhousie Univ, Halifax, NS B3H 4R2, Canada

来源：

APPLIED PSYCHOLINGUISTICS | 2015年 / 36卷 / 02期

关键词：

NONWORD REPETITION; LANGUAGE; WORD; INSTRUCTION; KNOWLEDGE; ABILITY; PHONOLOGY; READERS; SKILLS;

D O I：

10.1017/S0142716413000246

中图分类号：

H0 [语言学];

学科分类号：

030303 ; 0501 ; 050102 ;

摘要：

Although a relationship between morphological awareness and vocabulary has been widely observed, questions remain about the direction of that relationship. This longitudinal study explores the temporal relationship between morphological awareness and vocabulary among monolingual English-speaking children. Participants were 100 children tested in Grades 2 and 3. We evaluated morphological awareness and vocabulary in both grades, along with phonological awareness, word reading, pseudoword reading, and nonverbal reasoning. Cross-lagged regression analyses with autoregressive controls assessed the temporal relationship between morphological awareness and vocabulary; morphological awareness at Grade 2 predicted change in vocabulary between Grades 2 and 3, but vocabulary did not predict change in morphological awareness. The results add to our understanding of the relationship between these two developing skills.

引用

页码：299 / 321

页数：23

共 54 条

[1]

ANGLIN JM, 1993, MONOGR SOC RES CHILD, V58, P1

[2]

[Anonymous], 1957, Two factor index of social position

[3]

Baumann J.F., 1991, HDB RES TEACHING ENG, P604

[4] Vocabulary tricks: Effects of instruction in morphology and context on fifth-grade students' ability to derive and infer word meanings [J].