Hostname: page-component-cd9895bd7-7cvxr Total loading time: 0 Render date: 2024-12-22T23:07:44.942Z Has data issue: false hasContentIssue false
  • English
  • Français

Morphological awareness, word reading, and reading comprehension in Portuguese

Published online by Cambridge University Press:  02 November 2017

PEDRO VIANA DE FREITAS JR. ,
MÁRCIA MARIA PERUZZI ELIA DA MOTA Open the ORCID record for MÁRCIA MARIA PERUZZI ELIA DA MOTA [Opens in a new window]  and
S. HÉLÈNE DEACON
PEDRO VIANA DE FREITAS JR.
Affiliation:
Universidade Salgado de Oliveira
MÁRCIA MARIA PERUZZI ELIA DA MOTA*
Affiliation:
Universidade do Estado do Rio de Janeiro and Universidade Salgado de Oliveira
S. HÉLÈNE DEACON
Affiliation:
Dalhousie University
*
ADDRESS FOR CORRESPONDENCE Marcia Mota, Programa de Pós-Graduação em Psicologia, Universidade Salgado de Oliveira, Rua Marechal Deodoro, 217, 2° andar, Centro Niterói, CEP 24030060Brazil. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

We investigated the unique effects of morphological awareness on several aspects of reading in Portuguese. We tested 132 Portuguese-speaking children in the fourth grade. Morphological awareness was assessed with a word analogy task that included inflectional and derivational transformations. Results indicated that morphological awareness was a significant predictor of word reading accuracy, word reading fluency, and reading comprehension after controlling for the effects of nonverbal ability and phonological awareness. Morphological awareness also explained unique variance in reading comprehension after adding word reading as a control. In conclusion, morphological awareness has important roles in both word reading and reading comprehension in Portuguese. Educational and clinical implications are discussed.

Keywords

derivational and inflectional morphologymorphological awarenessPortuguesereadingword analogy task
Type
Original Article
Information
Applied Psycholinguistics , Volume 39 , Issue 3 , May 2018 , pp. 507 - 525
Check for updates
Copyright
Copyright © Cambridge University Press 2017 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Apel, K., Brimo, D., Diehm, E., & Apel, L. (2013). Morphological awareness intervention with kindergarten, first, and second grade students from low SES homes: A feasibility study. Language, Speech, and Hearing Services in Schools, 44, 161–173. doi:10.1044/0161-1461(2012/12-0042)Google Scholar
Barrera, S., & Maluf, M. R. (2003). Consciência metalingüística e alfabetização: um estudo com crianças da primeira série do ensino fundamental [Metalinguístic awareness and literacy: A study with children in the first grade of elementary school]. Psicologia: Reflexão e Crítica, 16, 491–502.Google Scholar
Bowers, P. N., & Kirby, J. R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading and Writing, 23, 515–537. doi:10.1007/s11145-009-9172-zGoogle Scholar
Brazilian Institute of Geography and Statistics–IBGE. (2015). Brazilian Institute of Geography and Statistics. São Paolo, Brazil: Author.Google Scholar
Camilo, C. S. L., & Mota, M. M. P. E. (2013). Prática pedagógica e o desenvolvimento da consciência fonológica [Phonological awareness and teaching practice]. Estudos e Pesquisas em Psicologia, 13, 447–459.Google Scholar
Capovilla, A. G. S., & Capovilla, F. C. (1998). Treino de consciência fonológica de pré 1 a segunda série: Efeitos sobre habilidades fonológicas, leitura e escrita [Phonological awareness training from preschool 1 to second grade: Effects on phonological skills, reading and writing]. Temas sobre Desenvolvimento, 7, 5–15.Google Scholar
Capovilla, A. G. S., & Capovilla, F. C. (2000). Efeitos do treino de consciência fonológica em crianças com baixo nível sócio-econômico. Psicologia: Reflexão e Crítica, 13, 7–24. doi:10.1590/S0102-79722000000100003Google Scholar
Cardoso-Martins, C. (2013). Existe um estágio silábico no desenvolvimento da escrita em português? Evidência de três estudos longitudinais. In. Maluf, M. R. & Cardoso-Martins, C. (Eds.), Alfabetização no século XXI—Como se aprende a ler e escrever [Literacy in the XXI century—How we learn to read and write] (pp. 82–108). Porto Alegre, Brazil: Penso.Google Scholar
Cardoso-Martins, C., Haase, V., & Wood, G. (1998). Bateria de testes de habilidades fonológicas adaptada da Phonological Assessment Battery [Test battery assessing phonological skills adapted from the Phonological Assessment Battery]. Unpublished manuscript.Google Scholar
Carlisle, J. F. (1995). Morphological awareness and early reading achievement. In Feldman, L. (Ed.), Morphological aspects of language processing (pp. 189–211). Hillsdale, NJ: Erlbaum.Google Scholar
Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing, 12, 169–190.Google Scholar
Carlisle, J. F. (2003). Morphology matters in learning to read: A commentary. Reading Psychology, 24, 291–332.CrossRefGoogle Scholar
Carlisle, J. F., & Fleming, J. (2003). Lexical processing of morphologically complex words in the elementary years. Scientific Studies of Reading, 7, 239–253.CrossRefGoogle Scholar
Carlisle, J. F., & Stone, C. A. (2005). Exploring the role of morphemes in word reading. Reading Research Quarterly, 40, 428–449.CrossRefGoogle Scholar
Deacon, S. H., Kieffer, M. J., & Laroche, A. (2014). The relation between morphological awareness and reading comprehension: Evidence from mediation and longitudinal models. Scientific Studies of Reading, 18, 432–451. doi:10.1080/10888438.2014.926907CrossRefGoogle Scholar
Deacon, S. H., & Kirby, J. (2004). Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223–238.Google Scholar
Ehri, L. C. (1995). Phases of development in learning to read words by sight. Journal of Research in Reading, 18, 116–125.CrossRefGoogle Scholar
Ehri, L. (2005). Development of sight word reading: Phases and findings. In Snowling, M. & Hulme, C. (Eds.), The science of reading: A handbook. Oxford: Blackwell.Google Scholar
Freitas, P. V. Jr., & Mota, M. M. P. E. (2015). So, morphological awareness contributes to reading in Brazilian Portuguese? Psico-USF, 20, 471–479.Google Scholar
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10.Google Scholar
Grainger, J., Lété, B., Bertand, D., Dufau, S., & Ziegler, J. C. (2012). Evidence for multiple routes in learning to read. Cognition, 123, 280–292. doi:10.1016/j.cognition.2012.01.003Google Scholar
Guimarães, S. B., & Mota, M. M. P. E (2016). Qual a contribuição da consciência morfológica das crianças na precisão de leitura de palavras e compreensão de texto no português? [Qual a contribuição da consciência morfológica das crianças na precisão de leitura de palavras e compreensão de texto no português?]. Estudos de Psicologia, 21, 239–248. doi:10.5935/1678-4669.20160023Google Scholar
Hoover, W. A., & Gough, P. G. (1990). The simple view of reading. Reading and Writing, 2, 127–160.Google Scholar
Jarmulowicz, L., Hay, S. E., Taran, V. L., & Ethington, C. A. (2008). Fitting derivational morphophonology into a developmental model of reading. Reading and Writing, 21, 275–297. doi:10.1007/s11145-007-9073-yGoogle Scholar
Justi, C. N. G., & Roazzi, A. (2012). A contribuição de variáveiscognitivaspara a leitura e a escrita no português brasileiro [The contribution of cognitive variables for reading and writing in Brazilian Portuguese]. Psicologia: Reflexão e Critica, 25, 605–614.Google Scholar
Kemp, N. (2006). Children's spelling of base, inflected, and derived words: Links with morphological awareness. Reading and Writing, 19, 737–765.Google Scholar
Kieffer, M. J., & Box, C. D. (2013). Derivational morphological awareness, academic vocabulary, and reading comprehension in linguistically diverse sixth graders. Learning and Individual Differences, 24, 168–175. doi:10.1016/j.lindif.2012.12.017Google Scholar
Kieffer, M. J., & Lesaux, N. K. (2012). Development of morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners: A parallel process latent growth curve model. Applied Psycholinguistics, 33, 23–54. doi:10.1017/S0142716411000099CrossRefGoogle Scholar
Kirby, J. R., Deacon, S. H., Bowers, P. N., Izenberg, L., Wade-Woolley, L., & Parrila, R. (2012). Children's morphological awareness and reading ability. Reading and Writing, 25, 389–410.Google Scholar
Kirby, J. R., & Savage, R. S. (2008). Can the simple view deal with the complexities of reading? Literacy, 42, 75–82. doi:10.1111/j.1741-4369.2008.00487.xGoogle Scholar
Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95, 3–22.Google Scholar
Kuo, L., & Anderson, R. C. (2006). Morphological awareness and learning to read: A cross-language perspective. Educational Psychologist, 41, 161–180.Google Scholar
Lyster, S. A. H. (2002). The effects of a morphological versus a phonological awareness training in kindergarten on reading development. Reading and Writing, 15, 261–294. doi:10.1023/A:1015272516220Google Scholar
Lyster, S.-A. H., Lervåg, A. O., & Hulme, C. (2016). Preschool morphological training produces long-term improvements in reading comprehension. Reading and Writing, 29, 1269–1288. doi:10.1007/s11145-016-9636-xGoogle Scholar
Mann, V. (2000). Introduction to special issue on morphology and the acquisition of alphabetic writing systems. Reading and Writing, 12, 143–147.Google Scholar
McBride-Chang, C., Cho, J.-R., Liu, H., Wagner, R., Shu, H., Zhou, A., . . . Muse, A. (2005). Changing models across cultures: Associations of phonological awareness and morphological structure awareness with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and the United States. Journal of Experimental Child Psychology, 92, 140–160.Google Scholar
Morais, A. (2009). Ortografia: Ensinar e Aprender [Orthography: Teaching and learning]. São Paulo, Brazil: Ática.Google Scholar
Mota, M. M. P. E., Annibal, L., & Lima, S. (2008). A morfologia derivacional contribui para a leitura e escrita no português? [Derivational morphology contributes to reading and writing in Portuguese?]. Psicologia: Reflexão e Critica, 21, 311–318.Google Scholar
Mota, M. M. P. E., Santos, A. A. A., & Guimarães, S. B. (2014). Evidências de validade e consistência interna de tarefas de analogia gramatical [Evidence of validity and internal consistency of a test of grammatical analogy]. Estudos de Psicologia, 19, 250–257.Google Scholar
Mota, M. M. P. E., Vieira, M. T., Bastos, R. R., Dias, J., Paiva, N., Mansur-Lisboa, S., & Andrade-Silva, D. (2012). Leitura contextual e processamento metalingüístico no português do Brasil: Um estudo longitudinal [Contextual reading and metalinguistic processing in Brazilian Portuguese: A longitudinal study]. Psicologia: Reflexão e Crítica, 25, 114–120. doi:10.1590/S0102-79722012000100014Google Scholar
Moura, I. C. S. (2006). Compreensão da leitura textual de alunos com síndrome de Asperger: Um estudo exploratório [Asperger's syndrome and text reading comprehension: An exploratory study] (Unpublished master's dissertation, Universidade Gama Filho, Rio de Janeiro).Google Scholar
Müller, K., & Brady, S. (2001). Correlates of early reading performance in a transparent orthography. Reading and Writing, 14, 757–799.Google Scholar
Nagy, W. (2007). Metalinguistic awareness and the vocabulary-comprehension connection. In Wagner, R. K., Muse, A., & Tannenbaum, K. (Eds.), Vocabulary development and its implication for reading comprehension (pp. 52–77). New York: Guilford Press.Google Scholar
Nagy, W., Berninger, V. W., & Abbott, R. D. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle school students. Journal of Educational Psychology, 98, 134–147.Google Scholar
Nóbrega, M. J. (2013). Ortografia [Orthography]. São Paulo, Brazil: Melhoramentos.Google Scholar
Nunes, T., & Bryant, P. (2006). Improving literacy by teaching morphemes. London: Routledge.Google Scholar
Nunes, T., Bryant, P., & Barros, R. (2012). The development of word recognition and its significance for comprehension and fluency. Journal of Educational Psychology, 4, 959–973.Google Scholar
Pacton, S., & Deacon, S. H. (2008). The timing and mechanisms of children's use of morphological information in spelling: A review of evidence from English and French. Cognitive Development, 23, 339–359. doi:10.1016/j.cogdev.2007.09.004CrossRefGoogle Scholar
Perfetti, C., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18, 22–37. doi:10.1080/10888438.2013.827687Google Scholar
Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The acquisition of reading comprehension skill. In Snowling, M. J. & Hulme, C. (Eds.), The science of reading: A handbook (pp. 227–247). Oxford: Blackwell. doi:10.1002/9780470757642.ch13Google Scholar
Pittas, E., & Nunes, T. (2014). The relation between morphological awareness and reading and spelling in Greek: A longitudinal study. Reading and Writing, 27, 1507–1527. doi:10.1007/s11145-014-9503-6CrossRefGoogle Scholar
Proctor, C. P., Silverman, R. D., Harring, J. R., & Montecillo, C. (2012). The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school. Reading and Writing, 25, 1635–1664. doi:10.1007/s11145-011-9336-5Google Scholar
Reese, E., Sparks, A., & Leyva, D. (2010). A review of parent interventions for preschool children's language and emergent literacy. Journal of Early Childhood Literacy, 10, 97–117.Google Scholar
Rispens, J., McBride-Chang, C., & Reitsma, P. (2007). Morphological awareness and early and advanced word recognition and spelling in Dutch. Reading and Writing, 21, 587–607.Google Scholar
Rothou, K. M., & Padeliadu, S. (2014). Inflectional morphological awareness and word reading and reading comprehension in Greek. Applied Psycholinguistics. Advance online publication. doi:10.1017/S0142716414000022Google Scholar
Santos, A. A. A., & Zago, E. (2010). Avaliação e desenvolvimento da compreensão em leitura no ensino fundamental [Assessment and development of reading comprehension with elementary school children]. Psico-USF, 15, 81–91.Google Scholar
Schiff, R., & Lotem, E. (2010). Effects of phonological and morphological awareness on children's word reading development from two socioeconomic backgrounds. First Language, 31, 139–163. doi:10.1177/0142723710393098Google Scholar
Seymour, P., Aro, M., & Erskine, J. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143–174.Google Scholar
Share, D. L. (2008). On the Anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134, 584–615.Google Scholar
Soares, M., & Cardoso-Martins, C. (1989). A consciência fonológica de crianças de classes populares: O papel da escola [Phonological awareness of children of the working classes: The role of the school]. Revista Brasileira de Estudos Pedagógicos, 70, 86–97.Google Scholar
Stein, L. (1994). Teste de desempenho escolar [School Achievement Test]. São Paulo, Brazil: Casa do Psicólogo.Google Scholar
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Allyn & Bacon.Google Scholar
Tong, X., Deacon, S. H., Kirby, J. R., Cain, K., & Parrila, R. (2011). Morphological awareness: A key to understanding poor reading comprehension in English. Journal of Educational Psychology, 103, 523–534. doi:10.1037/a0023495Google Scholar
Vaknin-Nusbaum, V., Sarid, M., & Shimron, J. (2016). Morphological awareness and reading in second and fifth grade: Evidence from Hebrew. Reading and Writing, 29, 229–244.Google Scholar
Wechsler, D. (1991). WISC-III: Escala de inteligência Weschsler para crianças [Weschsler Intelligence Scale for Children]. São Paulo, Brazil: Casa do Psicólogo.Google Scholar
Zanella, M. S. (2011). Ortografia no ensino fundamental: Um estudo sobre as dificuldades no processo de aprendizagem da escrita [Spelling in elementary school: A study of the difficulties in the process of learning how to write]. Poíesis Pedagógica, 8, 109–125.Google Scholar