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Asadi, Ibrahim A.; Vaknin-Nusbaum, Vered; Taha, Haitham – Journal of Psycholinguistic Research, 2023
We examined the role of morphological processing in the reading of inflections and derivations in Arabic, a morphologically-rich language, among 228 first-graders and 230 second-graders. All words were morphologically complex, with differences in number of morphemes and morphological transparency. Inflections consisted of three morphemes, with…
Descriptors: Grade 1, Grade 2, Elementary School Students, Arabic
Su, Yongqiang; Chen, Xi; Huo, Michelle Ru Yun; Gan, Yan; Zhang, Jiawen; Li, Hong – Reading Research Quarterly, 2023
In the present study, we designed a dynamic measure to assess emerging morphological awareness in Chinese children and examined its concurrent and longitudinal relations with character recognition. The initial question of the dynamic assessment of morphological awareness (DAMA) task asked children to judge whether the first morphemes in a pair of…
Descriptors: Evaluation Methods, Morphemes, Identification, Character Recognition
Ibrahim A. Asadi; Abeer Asli-Badarneh; Raphiq Ibrahim; Hussein Hamzah – Journal of Speech, Language, and Hearing Research, 2024
Purpose: This study examined the differences in spoken Arabic (SpA) and standard Arabic (StA) in inflectional (gender, number, possessive pronouns, and tense) construction use in Arabic among preschoolers. Moreover, we tested the contribution of the inflectional constructions possessed in kindergarten to reading skills in the first grade and…
Descriptors: Bilingualism, Morphology (Languages), Literacy, Arabic
Kearns, Devin M.; Hiebert, Elfrieda H. – Reading Research Quarterly, 2022
The Common Core State Standards emphasize the need for U.S. students to read complex texts. As a result, the level of word complexity for primary-level texts is important, particularly the dimensions of and changes in complexity between first grade and the important third-grade high-stakes testing year. In this study, we addressed word complexity…
Descriptors: Elementary School Curriculum, Differences, Grade 1, Grade 3
Lisa M. Domke; María A. Cerrato; Elizabeth H. Sanders; Michael Vo – Language and Education, 2025
Because word problems present mathematical information through a scenario, they are language-intensive and require mathematical and reading comprehension skills to solve them. In addition, they are linguistically complex, which makes them challenging for all learners, especially multilingual learners. Given the rising number of dual-language…
Descriptors: Difficulty Level, Word Problems (Mathematics), Mathematics Instruction, Mathematics Skills
Grigorakis, Ioannis; Manolitsis, George – Reading and Writing: An Interdisciplinary Journal, 2021
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…
Descriptors: Longitudinal Studies, Morphology (Languages), Morphemes, Metalinguistics
Cohen-Mimran, Ravit; Reznik-Nevet, Liron; Gott, Dana; Share, David L. – Reading and Writing: An Interdisciplinary Journal, 2023
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…
Descriptors: Preschool Children, Morphology (Languages), Morphemes, Metalinguistics
Maryellen A. Leelman – ProQuest LLC, 2021
A nonrandomized quasi-experimental, mixed-method double pretest-posttest design was used to compare the effects of a multilinguistic word study model of instruction -- RAVE-O program (Wolf, Miller, & Donnelly, 2000) -- in comparison with a phonics word study model of instruction -- Fountas and Pinnell Phonics Lessons -- Letters, words, and how…
Descriptors: Metalinguistics, Phonics, Reading Instruction, Grade 1
Mathura, Shivona; Zulu, Free-Queen B. – Reading & Writing: Journal of the Literacy Association of South Africa, 2021
Background: English Second Language (ESL) learners have difficulty constructing sentences due to internalising information in their home language and thereafter translating it into English. Learners who have difficulty speaking English generally encounter problems writing it, which hampers their creative writing ability. Objectives: The purpose of…
Descriptors: Grade 1, Elementary School Students, Teaching Methods, Second Language Learning