TY - JOUR
T1 - How morphology impacts reading and spelling: Advancing the role of morphology in models of literacy development
AU - Levesque, Kyle C.
AU - Breadmore, Helen
AU - Deacon, S Hélène
N1 - This is the peer reviewed version of the following article: Levesque, KC, Breadmore, H & Deacon, SH 2021, 'How morphology impacts reading and spelling: Advancing the role of morphology in models of literacy development.', Journal of Research in Reading, vol. 44, no. 1, pp. 10-26., which has been published in final form at https://dx.doi.org/10.1111/1467-9817.12313. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
PY - 2021/2
Y1 - 2021/2
N2 - A defining feature of language lies in its capacity to represent meaning across oral and written forms. Morphemes, the smallest units of meaning in a language, are the fundamental building blocks that encode meaning, and morphological skills enable their effective use in oral and written language. Increasing evidence indicates that morphological skills are linked to literacy outcomes, including word reading, spelling and reading comprehension. Despite this evidence, the precise ways in which morphology influences the development of children's literacy skills remain largely underspecified in theoretical models of reading and spelling development. In this paper, we draw on the extensive empirical evidence base in English to explicitly detail how morphology might be integrated into models of reading and spelling development. In doing so, we build on the perspective that morphology is multidimensional in its support of literacy development. The culmination of our efforts is the Morphological Pathways Framework – an adapted framework that illuminates precise mechanisms by which morphology impacts word reading, spelling and reading comprehension. Through this framework, we bring greater clarity and specificity on how the use of morphemes in oral and written language supports the development of children's literacy skills. We also highlight gaps in the literature, revealing important areas to focus future research to improve theoretical understanding. Furthermore, this paper provides valuable theoretical insight that will guide future empirical inquiries in identifying more precise morphological targets for intervention, which may have widespread implications for informing literacy practices in the classroom and educational policies more broadly. Highlights: What is already known about this topic There is longstanding evidence of robust associations between morphology (e.g., morphological awareness) and literacy skills such as word reading, spelling, and reading comprehension in English-speaking children. Morphology is underrepresented in models of reading and spelling development; empirical research on this topic has largely outpaced detail on the placement of morphology in theory. What this paper adds In this review, we use recent empirical evidence to specify the multiple roles of morphology in literacy development. We present the Morphological Pathways Framework, which identifies explicit mechanisms between morphology and literacy skills and guides its inclusion in theory. Implications for theory, policy or practicev This paper advances the placement of morphology in models of literacy development. Identifying explicit mechanisms between morphology and literacy will help guide more precise empirical research and targeted instruction in the classroom.
AB - A defining feature of language lies in its capacity to represent meaning across oral and written forms. Morphemes, the smallest units of meaning in a language, are the fundamental building blocks that encode meaning, and morphological skills enable their effective use in oral and written language. Increasing evidence indicates that morphological skills are linked to literacy outcomes, including word reading, spelling and reading comprehension. Despite this evidence, the precise ways in which morphology influences the development of children's literacy skills remain largely underspecified in theoretical models of reading and spelling development. In this paper, we draw on the extensive empirical evidence base in English to explicitly detail how morphology might be integrated into models of reading and spelling development. In doing so, we build on the perspective that morphology is multidimensional in its support of literacy development. The culmination of our efforts is the Morphological Pathways Framework – an adapted framework that illuminates precise mechanisms by which morphology impacts word reading, spelling and reading comprehension. Through this framework, we bring greater clarity and specificity on how the use of morphemes in oral and written language supports the development of children's literacy skills. We also highlight gaps in the literature, revealing important areas to focus future research to improve theoretical understanding. Furthermore, this paper provides valuable theoretical insight that will guide future empirical inquiries in identifying more precise morphological targets for intervention, which may have widespread implications for informing literacy practices in the classroom and educational policies more broadly. Highlights: What is already known about this topic There is longstanding evidence of robust associations between morphology (e.g., morphological awareness) and literacy skills such as word reading, spelling, and reading comprehension in English-speaking children. Morphology is underrepresented in models of reading and spelling development; empirical research on this topic has largely outpaced detail on the placement of morphology in theory. What this paper adds In this review, we use recent empirical evidence to specify the multiple roles of morphology in literacy development. We present the Morphological Pathways Framework, which identifies explicit mechanisms between morphology and literacy skills and guides its inclusion in theory. Implications for theory, policy or practicev This paper advances the placement of morphology in models of literacy development. Identifying explicit mechanisms between morphology and literacy will help guide more precise empirical research and targeted instruction in the classroom.
UR - http://www.scopus.com/inward/record.url?scp=85087179999&partnerID=8YFLogxK
U2 - 10.1111/1467-9817.12313
DO - 10.1111/1467-9817.12313
M3 - Special issue
SN - 0141-0423
VL - 44
SP - 10
EP - 26
JO - Journal of Research in Reading
JF - Journal of Research in Reading
IS - 1
ER -