The Longitudinal Contribution of Early Morphological Awareness Skills to Reading Fluency and Comprehension in Greek
The purpose of this longitudinal study was to examine the role of three morphological awareness (MA) skills (inflection, derivation, and compounding) in word reading fluency and reading comprehension in a relatively transparent orthography (Greek). Two hundred and fifteen (104 girls; Mage = 67.40 mo...
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Frontiers Media S.A.
2017-10-01
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Series: | Frontiers in Psychology |
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Online Access: | http://journal.frontiersin.org/article/10.3389/fpsyg.2017.01793/full |
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author | George Manolitsis Ioannis Grigorakis George K. Georgiou |
author_facet | George Manolitsis Ioannis Grigorakis George K. Georgiou |
author_sort | George Manolitsis |
collection | DOAJ |
description | The purpose of this longitudinal study was to examine the role of three morphological awareness (MA) skills (inflection, derivation, and compounding) in word reading fluency and reading comprehension in a relatively transparent orthography (Greek). Two hundred and fifteen (104 girls; Mage = 67.40 months, at kindergarten) Greek children were followed from kindergarten (K) to grade 2 (G2). In K and grade 1 (G1), they were tested on measures of MA (two inflectional, two derivational, and three compounding), letter knowledge, phonological awareness, rapid automatized naming (RAN), and general cognitive ability (vocabulary and non-verbal IQ). At the end of G1 and G2, they were also tested on word reading fluency and reading comprehension. The results of hierarchical regression analyses showed that the inflectional and derivational aspects of MA in K as well as all aspects of MA in G1 accounted for 2–5% of unique variance in reading comprehension. None of the MA skills predicted word reading fluency, after controlling for the effects of vocabulary and RAN. These findings suggest that the MA skills, even when assessed as early as in kindergarten, play a significant role in reading comprehension development. |
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issn | 1664-1078 |
language | English |
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publishDate | 2017-10-01 |
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spelling | doaj.art-4b8d48afbb874ad7bfeb8387b423dfa72022-12-21T23:55:33ZengFrontiers Media S.A.Frontiers in Psychology1664-10782017-10-01810.3389/fpsyg.2017.01793291293The Longitudinal Contribution of Early Morphological Awareness Skills to Reading Fluency and Comprehension in GreekGeorge Manolitsis0Ioannis Grigorakis1George K. Georgiou2Department of Preschool Education, University of Crete, Rethymno, GreeceDepartment of Preschool Education, University of Crete, Rethymno, GreeceDepartment of Educational Psychology, University of Alberta, Edmonton, AB, CanadaThe purpose of this longitudinal study was to examine the role of three morphological awareness (MA) skills (inflection, derivation, and compounding) in word reading fluency and reading comprehension in a relatively transparent orthography (Greek). Two hundred and fifteen (104 girls; Mage = 67.40 months, at kindergarten) Greek children were followed from kindergarten (K) to grade 2 (G2). In K and grade 1 (G1), they were tested on measures of MA (two inflectional, two derivational, and three compounding), letter knowledge, phonological awareness, rapid automatized naming (RAN), and general cognitive ability (vocabulary and non-verbal IQ). At the end of G1 and G2, they were also tested on word reading fluency and reading comprehension. The results of hierarchical regression analyses showed that the inflectional and derivational aspects of MA in K as well as all aspects of MA in G1 accounted for 2–5% of unique variance in reading comprehension. None of the MA skills predicted word reading fluency, after controlling for the effects of vocabulary and RAN. These findings suggest that the MA skills, even when assessed as early as in kindergarten, play a significant role in reading comprehension development.http://journal.frontiersin.org/article/10.3389/fpsyg.2017.01793/fullmorphological awarenessreading fluencyreading comprehensionvocabularyphonological awarenessrapid automatized naming |
spellingShingle | George Manolitsis Ioannis Grigorakis George K. Georgiou The Longitudinal Contribution of Early Morphological Awareness Skills to Reading Fluency and Comprehension in Greek Frontiers in Psychology morphological awareness reading fluency reading comprehension vocabulary phonological awareness rapid automatized naming |
title | The Longitudinal Contribution of Early Morphological Awareness Skills to Reading Fluency and Comprehension in Greek |
title_full | The Longitudinal Contribution of Early Morphological Awareness Skills to Reading Fluency and Comprehension in Greek |
title_fullStr | The Longitudinal Contribution of Early Morphological Awareness Skills to Reading Fluency and Comprehension in Greek |
title_full_unstemmed | The Longitudinal Contribution of Early Morphological Awareness Skills to Reading Fluency and Comprehension in Greek |
title_short | The Longitudinal Contribution of Early Morphological Awareness Skills to Reading Fluency and Comprehension in Greek |
title_sort | longitudinal contribution of early morphological awareness skills to reading fluency and comprehension in greek |
topic | morphological awareness reading fluency reading comprehension vocabulary phonological awareness rapid automatized naming |
url | http://journal.frontiersin.org/article/10.3389/fpsyg.2017.01793/full |
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