Special issue editorial:  Advances in understanding the role of morphemes in literacy development

Helen Breadmore; Kyle C. Levesque; S Hélène Deacon

doi:10.1111/1467-9817.12346

Special issue editorial: Advances in understanding the role of morphemes in literacy development

Helen Breadmore, Kyle C. Levesque, S Hélène Deacon

Dalhousie University

Research output: Contribution to journal › Special issue › peer-review

2 Citations (Scopus)

17 Downloads (Pure)

Abstract

This special issue, Advances in Understanding the Role of Morphemes in Literacy Development, is composed of one narrative review and 11 empirical papers that contribute new theoretical and empirical evidence to our understanding of how morphemes influence reading and spelling development. Here, we summarise key findings from these papers in terms of what they tell us about the multidimensional nature of morphological knowledge and how morphological information is processed at different levels, including across developmental changes and languages. Throughout this discussion, we draw out the implications for education and highlight targeted areas for further research.

Original language	English
Pages (from-to)	1-9
Number of pages	9
Journal	Journal of Research in Reading
Volume	44
Issue number	1
Early online date	5 Jan 2021
DOIs	https://doi.org/10.1111/1467-9817.12346
Publication status	Published - 28 Jan 2021

Bibliographical note

This is the peer reviewed version of the following article: [Breadmore, H, Levesque, KC & Deacon, SH 2021, 'Special issue editorial: Advances in understanding the role of morphemes in literacy development', Journal of Research in Reading, vol. 44, no. 1, pp. 1-9], which has been published in final form at [https://doi.org/10.1111/1467-9817.12346]. 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.

This document is the author’s post-print version, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it.

Keywords

morphology
reading comprehension
spelling
word reading
writing

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Psychology (miscellaneous)

Access to Document

10.1111/1467-9817.12346

Post-PrintAccepted author manuscript, 612 KB

Cite this

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