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Direct linkSofia Giazitzidou; Kyle Levesque; Hélène Deacon – Reading Research Quarterly, 2025
The relation of morphological awareness with reading comprehension is well established. For this advance to inform instruction, the push is now on to understand how morphological awareness is related to reading comprehension. We address this question here by examining potential mechanisms. We do so with children in Grade 1, a time at which it is…
Descriptors: Elementary School Students, Grade 1, Morphology (Languages), Reading Comprehension
Peer reviewedMason, Jana M. – Reading Research Quarterly, 1980
The development of four-year-old children's knowledge of letters and printed words was studied to determine if preschool children begin reading, and if so, how. A natural hierarchy of knowledge was noted. (MKM)
Descriptors: Beginning Reading, Decoding (Reading), Early Reading, Letters (Alphabet)
Peer reviewedLomax, Richard G.; McGee, Lea M. – Reading Research Quarterly, 1987
Presents results of tested theoretical models of the development of print concepts and word reading. Indicates that children expand their knowledge in each of the following print components with age: print, graphic awareness, phonemic awareness, grapheme-phoneme correspondence knowledge, and word reading components. (NKA)
Descriptors: Cognitive Development, Decoding (Reading), Early Childhood Education, Early Reading
