NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 3 results Save | Export
The Connection between Children's Knowledge and Use of Grapho-Phonic and Morphemic Units in Written Text and Their Learning at School
Peer reviewed Peer reviewed
Direct linkDirect link
Bryant, Peter; Nunes, Terezinha; Barros, Rossana – British Journal of Educational Psychology, 2014
Background: Most psychologists who study children's reading assume that their hypotheses are relevant to children's success at school. This assumption is rarely tested. Aims: The study's aims were to see whether two successful measures of the processes underlying children's learning to read and write are related to their…
Descriptors: Learning Processes, Reading Processes, Writing Processes, Science Achievement
The Development of Word Recognition and Its Significance for Comprehension and Fluency
Peer reviewed Peer reviewed
Direct linkDirect link
Nunes, Terezinha; Bryant, Peter; Barros, Rossana – Journal of Educational Psychology, 2012
When children start to learn to read English, they benefit from learning grapheme-phoneme correspondences. As they become more skilled, they use larger graphophonic units and morphemes in word recognition and spelling. We hypothesized that these 2 types of units in decoding make independent contributions to children's reading comprehension and…
Descriptors: Reading Lists, Morphemes, Spelling, Foreign Countries
What Young Children Do and Do Not Know about the Spelling of Inflections and Derivations
Peer reviewed Peer reviewed
Direct linkDirect link
Deacon, S. Helene; Bryant, Peter – Developmental Science, 2005
Morphemes have a powerful impact on the spellings of words in English. We report on two experiments examining young children's knowledge of the effect of suffix morphemes on spelling. In Experiment 1, 5- to 8-year-olds demonstrated awareness of the role of inflections, but not derivations in spelling. Experiment 2 examined whether children might…
Descriptors: Spelling, Morphemes, English, Young Children