Using behavioral network analysis, the present study aimed to examine the relation between various cognitive-linguistic skills and Chinese character reading in children from preschool to primary school. A cohort of 172 Chinese children (41.3% female; M[subscript age] = 5.74 ± 0.32 years) were followed from the end of kindergarten (T1) to first…

Despite the widespread use and effectiveness of the Modern Language Aptitude Test (MLAT) composite score in predicting individual differences in L2 achievement and proficiency, there has been little examination of MLAT subtests, although they have potential for illuminating components of L2 aptitude and the mechanism of prediction. Here we use…

Background: Spelling is a prevalent strategy to teach children to read. However, research on the mechanism underlying the contribution of spelling to reading comprehension in Chinese children is limited. Methods: The primary aim of this study was to investigate the concurrent and longitudinal associations between spelling and reading comprehension…

We examined the longitudinal contribution of awareness of inflections and derivations to reading comprehension in Arabic, a morphologically rich language, among 734 second graders. Morphological awareness, phonological awareness, word decoding and reading comprehension tasks were delivered at the beginning and at the end of the school year.…

Morphological awareness has been assessed longitudinally for monolinguals and bilinguals to trace the developmental trend. Researchers have found the important role it plays in literacy development including vocabulary growth and reading development. Conclusions about the important role morphological awareness play in literacy development are…

The purpose of this 3-year longitudinal study was to examine the role of three morphological awareness (MA) aspects (inflectional, derivational, and lexical compounding) in the spelling of specific morphemes. Two hundred and fifteen Greek children were followed from kindergarten (K) to grade 2 (G2). In K and grade 1 (G1) they were tested on…

This study explores how primary school children develop their metacognitive knowledge and vocabulary knowledge and how both types of knowledge are dynamically correlated from 1st to 4th grade. The longitudinal sample included 426 first-grade students (M = 6.6 years, SD = 0.51; 50.2% boys, 49.7% girls) from five public primary schools in China. A…

The purpose of the current study was to examine whether morphological awareness measured before children are taught to read (Kindergarten in Israel) predicts reading accuracy and fluency in the middle of first grade, at the very beginning of the process of learning to read pointed Hebrew -- a highly transparent orthography, and whether this…

Some second language (L2) acquisition researchers have suggested that learners should be made aware of cross-linguistic similarity for them to benefit from cognateness. To test this assumption, we ran two longitudinal classroom quasi-experiments with Polish learners of English. We chose 30 Polish-English cognates, 30 false cognates, and 30…

In this study, we examined the mechanism for the relationship between morphological awareness and Chinese character reading in a group of Hong Kong primary school children when they were in grade two (n = 176, mean age = 8.07) and grade three (n = 163, mean age = 9.02). The results showed that morphological awareness, morpheme family size and the…

The authors describe a 3-year project to design and test a multilingual literacy curriculum that centers language and student voice in the service of literacy development for multilingual learners. In the first 2 years, researchers, teachers, and students worked together to develop the curriculum using design-based, case study methods. In the…

This 4-year longitudinal study examined the extent to which morphological awareness, syntactic processing, working memory (WM) and reading skills predict unique variances developmentally in three genres of Chinese writing (narration, argumentation and exposition) among 246 young Mandarin-speaking children. Hierarchical regression analyses were…

Background: Middle school students use the information conveyed by morphemes (i.e., units of meaning such as prefixes, root words and suffixes) in different ways to support their literacy endeavours, suggesting the likelihood that morphological knowledge is multidimensional. This has important implications for assessment. Methods: The current…

Background: Middle school students use the information conveyed by morphemes (i.e., units of meaning such as prefixes, root words and suffixes) in different ways to support their literacy endeavours, suggesting the likelihood that morphological knowledge is multidimensional. This has important implications for assessment. Methods: The current…

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 5-7 years of age, children completed the metalinguistic measures along with control measures of phonological…