Disentangling of Morphological and Phonological Awareness: a Study of Pre-readers With a Family Risk of Dyslexia

Law, J. and Ghesquière, P. (2015) Disentangling of Morphological and Phonological Awareness: a Study of Pre-readers With a Family Risk of Dyslexia. 1st Annual ACRIA Conference, Halifax, NS, Canada, 14 May 2015.

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Abstract

Background: Morphological Awareness (MA) has been demonstrated to be influential in the reading outcomes of children and adults. Yet little is known regarding MA's early development. Aim: The aim of this study is to better understand MA at different stages of development and its association with Phonological Awareness (PA) and reading. Methods and Procedures: In a longitudinal design the development of MA was explored in a group of pre-reading children with a family risk of dyslexia and age matched controls from kindergarten up to and including grade 2. Outcomes and Results: MA deficits were observed in the group with literacy difficulties at all time points. PA was only found to make a significant contribution to MA development at the early stages of formal reading instruction. While first grade decoding skills were found to contribute significantly to MA in second grade. Conclusions: Evidence supporting a bidirectional relation was found and supports the need for adequate MA intervention and explicit instruction for "at risk" children within the early stages of literacy instruction.

Item Type:Conference or Workshop Item
Keywords:Dyslexia, morphological awareness, phonological awareness, prereading, child.
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Law, Dr Jeremy
Authors: Law, J., and Ghesquière, P.
College/School:College of Social Sciences > School of Interdisciplinary Studies

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