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…

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…

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…

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…

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…

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…

Finnish is a language with simple syllable structure but rich morphology. It was investigated whether syllables or morphemes are preferred processing units in early reading. To this end, Finnish first- and second-grade children read sentences with embedded inflected target words while their eye-movements were registered. The target words were…

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…

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…

Purpose: This study examined the production of morphosyntactic markers by school-age children with and without developmental language disorder. Comparisons were made between students who speak mainstream American English (MAE) dialects and nonmainstream American English (NMAE) dialects. Method: First- and second-grade students (N = 82) completed…

The authors detail word-learning strategies from a small-scale early reading intervention for first graders (N = 3) focused on Greek and Latin roots in science-based informational texts. Educators can provide explicit instruction to support student awareness of word structures in content-specific vocabulary, and this instruction can be adapted to…

The purpose of this study was to identify and categorize the morphologically complex words in the Kindergarten and First Grade Common Core State Standards English and Language Arts (CCSS ELA) Exemplar Texts. Four text types were analyzed: student-read fiction, student-read informational text, teacher read-aloud fiction, and teacher read-aloud…

Using running records as a lens to facilitate multilingual students' language and literacy development can help teachers recognize and build on students' linguistic capital. The authors analyzed 123 running records of Spanish-speaking first graders to begin to identify the types of language-related errors they made when reading. Using an assets…

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…

The purpose of this study was to determine if first-grade English Learners made patterns of language related errors when reading, and if so, to identify those patterns and how teachers coded language related errors when analyzing English Learners' running records. Using research from the fields of both literacy and Second Language Acquisition, we…