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…

A substantial body of research has noted morphological priming effects in visual word recognition in deep orthographies, but it is still unclear whether similar effects exist in transparent orthographies. In the present experiment, we investigated the development of morphological decomposition in visual word recognition in the phonologically…

The morphological structure of the word has a central function in the organization of the mental lexicon and word recognition. Polymorphemic words in Arabic are composed of two non-concatenated morphemes: root and word-pattern. This study is the first to address the issue of nominal-pattern priming among young developing Arabic speakers. I…

The study explored the inflectional morphological awareness of Greek-speaking children with dyslexia in grade 3. The sample consisted of 24 dyslexic children and 32 chronological age-matched typically developing readers. All participants completed two oral experimental tasks of inflectional morphological awareness (i.e., verb inflections and…

When one effectively employs the strategies of exploratory-learning, wait-time, intervention, guided reading, meaning, and phonological-morphological-syntactical awareness-for infants and on up-to 3rd grade students-all-in a Montessori-like-learning-literacy-setting replete with semantical interactions with phonology, syllabology, morphology, and…

We investigated developmental changes during the transition from one-word to two-word production, focusing on strategies to lengthen utterances phonologically and to control utterances suprasegmentally. We hypothesized that there is a period of reorganization at the onset of word combinations indicated by decreases in both filler syllables…

This study was designed to simultaneously investigate the influence of phonological, morphological, and orthographic awareness skills on the ability to spell inflected verbs in structured spelling tasks. Children in grades 1, 2, and 3 (n = 103) spelled inflected past and progressive tense verbs and completed awareness tasks. Developmental changes…

The purpose of this study was to assess phonological and morphosyntactic change in children with co-occurring speech and language impairments using different goal attack strategies. Participants included 47 preschoolers, ages 3;0 (years;months) to 5;11, with impairments in both speech and language: 40 children in the experimental group and 7 in a…