Effects of morphological awareness training on reading, writing and comprehension: Meta-analysis

  • Mercedes I. Rueda-Sánchez Universidad de Salamanca
  • Patricia López-Bastida Departamento de Psicología Evolutiva y de la Educación. Universidad de Salamanca
Keywords: Meta-analysis, morphological awareness, reading, writing, difficulties, vocabulary, training

Abstract

The aim is to check, through a meta-analysis, the impact of morphological awareness training on writing, reading, comprehension and vocabulary of grade schooler. 31 studies were included in the meta-analysis; they were obtained from 19 articles that meet the selection criteria. Morphological awareness instruction has a high-medium and significant effect size in studied variables of literacy. On writing, g=0.491, SE=0.078, IQ=0339-0643, p=.000, reading, g=0.473, SE=0.096, IQ=0284-0662, p=.000, comprehension, g=0.468, SE=0.123, IQ=0227-0708, p= .000 and finally vocabulary, g=0.501, SE=0.152, IQ=0203-0798, p= .001. The test of Heterogeneity Q is only significant on writing so other moderating variables were explored but no differences between groups were found. It shows morphological awareness training improves reading, vocabulary and comprehension of grade schooler with and without reading difficulties. Nevertheless, the results on writing are more heterogeneous.

Downloads

Download data is not yet available.

Author Biographies

Mercedes I. Rueda-Sánchez, Universidad de Salamanca

Dra. en Psicología, profesora titular del Departamento de Psicología Evolutiva y de la Educación. Facultad de Psicológia de la Universidad de Salmanca.

Patricia López-Bastida, Departamento de Psicología Evolutiva y de la Educación. Universidad de Salamanca

Licenciada en Psicología

Master estudios avanzado sobre el Lenguaje, la Comunicación y sus Patologías

References

Abbott, S. y Berninger, V. (1999). It´s never too late remediate teaching word recognition to students with reading disabilities in Grade 4-7. Annals of Dyslexia, 49(1), 221-250.

Arnbak, E. y Elbro, C. (2000). The effects of morphological awareness training on the reading and spelling skills of Young dyslexics. Scandinavian Journal of Educational Research, 44(3), 229-250.

Baumann, J. F., Carr Edwards, E., Boland, E.M., Olejnik, S. y Kame´enui, E.J. (2003). Vocabulary tricks: effects of instruction in morphology and context on fifth-grade students´ ability to derive and infer word meanings. American Educational Research Journal, 40(2), 447-494.

Baumann, J. F., Carr Edwards, E., Font, G., Tereshinski, C.A., Kame´enui, E.J. y Olejnik, S. (2002). Teaching morphemic and contextual analysis to fifth-grade students. Reading Research Quarterly, 37(2), 150-176.

Berninger, V.M., Winn, W.D., Stock, P., Abbott, R.D., Eschen, K., Lin, S-J., Garcia, N., Anderson-Youngstrom, M., Murphy, H., Lovitt, D., Trivedi, P., Jones, J., Amtmann, D., Nagy, W. (2008). Tier 3 specialized writing instruction for students with dyslexia. Reading and Writing: An Interdisciplinary Journal, 21(1-2), 95-129.

Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. Chichester. Wiley.

Bowers, P.N., y Kirby, J.R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading and Writing: An Interdisciplinary Journal, 23(5), 515–537.

Carlisle, J. F. (1987). The use of morphological knowledge in spelling derived forms by learning-disabled and normal students. Annals of Dyslexia, 37, 90-108.

Carlisle, J.F. (1996). An exploratory study of morphological errors in children's written stories. Reading and Writing, 8(1), 61-72.

Carlo, M.S., August, D., Mclaughlin, B., Snow, C.E., Dressler, Ch., Lipp-man, D.N., Lively, T.J. y White, C.E. (2004). Closing the gap: Addressing the vocabulary needs of English language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39(2), 188–215.

Casalis, S. y Loius-Alexandre, M. (2000). Morphological analysis, phonological analysis and learning to read French: a longitudinal study. Reading and writing: an interdisciplinary journal, 12(3) 303-335.

Casalis, S., y Colé, P. (2009). On the relationship between morphological and phonological awareness: Effects of training in kindergarten and in first-grade reading. First Language, 29(1), 113–142.

Chow, B.W.-Y., Cheung, H., McBride-Chang, C. y Sze-Lok Chow, C. (2008). Dialogic reading and morphology training in Chinese children: Effects on language and literacy. Developmental Psychology, 44(1), 233–244.

Cochran, W. G. (1977) Sampling Techniques (3ª edición). Wiley.

Cohen J. (1988) Statistical Power Analysis for the Behavioral Sciences. Hillsdale, NJ:

Deacon, H. y Kirby, J. (2004). Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics 25, 223–238.

Deacon, S. H., y Kirby, J. R. (2004). Morphological awareness: Just «more phonological»? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25(2), 223-238. doi:10.1017/S0142716404001110.

Domínguez, A., Cuetos, F. y Segui, J. (2000). Morphological processing in word recognition. Psicológica, 21, 375-401.

García, J.N. y González, L. (2006). Diferencias en la conciencia morfológica, la escritura y el lenguaje, en función del desarrollo y el nivel educativo del niño. Psicothema, 18(2), 171-179.

Good, J. (2011). The effects of morphological awareness training on reading, spelling, and vocabulary skills. (Tesis doctoral no publicada), Philosophy department. University of Central Arkansas. Arkansas.

Griva, E. y Anastasiou, D. (2009). Morphological strategies training the effectiveness and feasibility of morphological strategies training for students of English as a foreign language with and without spelling difficulties. Journal of Writing Research, 1(3), 199-223.

Hamed Ghaemi, M.A. (2009). The effects of morphological training on word reading and spelling of Iranian dyslexic children. World Applied Sciencies Journal, 7(1), 57-66.

Hedges LV., Olkin, L (1985). Statistical Methods for Meta-analysis. New York, NY: Academic Press.

Henry, M.K. (1989). Children’s word structure knowledge: Implications for decoding and spelling instruction. Reading and Writing: An Interdisciplinary Journal, 1(2), 135–152.

Higgins, J.P.T. y Thompson, S.G. (2002). Quantifying heterogeneity in a meta-analysis. Statist. Med.; 21:1539–1558 (DOI: 10.1002/sim.1186).

Huedo-Medina, T.B., Sánchez-Meca, J., Marín-Martínez, F. y Botella, J. (2006). Assessing heterogeneity in meta-analysis: Q statistics or I2 index? Psychological Methods, 11(2), 193–206

Kieffer, M. J. y Lesaux, N. K. (2012a). Effects of academic language in-struction on relational and syntactic aspects of morphological awareness for sixth grades from linguistically diverse backgrounds. The Elementary School Journal, 112(3), 519-545.

Kieffer, M. J. y Lesaux, N. K. (2012b) Direct and Indirect Roles of Morphological Awareness in the English Reading Comprehension of Native English, Spanish, Filipino, and Vietnamese Speakers. Language Learning, 62(4), 1170–1204.

Kirk, C., y Gillon, G. T. (2009). Integrated Morphological Awareness Intervention as a Tool for Improving Literacy. Language, Speech, and Hearing Services in Schools, 40(3), 341-351.

Kuo, L. y. Anderson, R. (2006). Morphological Awareness and Learning to Read: A Cross-Language Perspective. Educational Psychologist, 41(3), 161-180.

Lovett, M. W. y Steinbach, K.A. (1997). The effectiveness of remedial programs for reading disabled children of different ages: does the benefit decrease for older children? Learning Disability Quarterly, 20(2), 189-209.

Lovett, M.W., Lacerenza, L., Borden, S.L., Frijters, J.C., Steinbach, K.A. y De Palma, M. (2000). Components of effective remediation for developmental reading disabilities: combing phonological and strategy-based instruction to improve outcomes. Journal of Educational Psychology, 92(2), 263-283.

Lyster, S.-A. H. (2002). The effects of morphological versus phonological awareness training in kindergarten on reading Effects of Instruction in Morphological Awareness on Literacy Achievement 483 development. Reading and Writing: An Interdisciplinary Journal, 15(3–4), 261–294.

McCutchen, D.; Stull, S.; Herrera, B. L.; Lotas, S.; Evans, S. (2014). Putting words to work: Effects of morphological instruction on children's writing. Journal of Learning Disabilities, 47(1), .pp.86-97.

Nagy,W., Berninger, V., Abbott, R., Vaughan, K. y Vermeulen, K. (2003). Relationship of Morphology and other language skills to literacy skills in at-risk second-grade readers and at-risk fourth-grade writers. Journal of Educational Psychology, 95(4), 730-742.

Nunes, T., Bryant, P. y Bindman, M. (2006). The effects of learning to spell on children’s awareness of morphology. Reading and Writing, 19(7), 767–787.

Nunes, T., Bryant, P., y Olsson, J. (2003). Learning morphological and phonological spelling rules: An intervention study. Scientific Studies of Reading, 7(3), 289–307.

Packard, J.L., Chen, X., Li, W., Wu, X., Gaffney, J.S., Li, H, y Anderson, R.C. (2006). Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters. Reading and Writing: An Interdisciplinary Journal, 19(5), 457–487.

Park, Y. (2015). The roles of cognitive and language abilities of third grade students with reading disabilities responsiveness to morphological awareness intervention. Humanities and Social Sciences, 75(7-A).

Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357-383. doi:10.1080/10888430701530730.

Ramírez, G., Chen, X., Geva, E. y Kiefer, H. (2010). Morphological awareness in Spanish-speaking English language learners: Within and cross-language effects on word reading. Reading and Writing, 23 (3-4), 337-358.

Raudenbush, S. W. (2009). Analyzing effect sizes: random-effects models. En H. Cooper, L. V. Hedges, y J. C. Valentine (Eds.), The handbook of research synthesis and meta-analysis (pp. 295-314). Nueva York: Russell Sage.

Rosa, J.M. y Nunes, T. (2008). Morphological priming effects on chil-dren´s spelling. Reading and Writing, 21(8), 763-781.

Rubin, H. (1991). Morphological knowledge and writing ability. En J.R. Malatesha (Ed). Written language disorders (pp.43-69). Nueva York, NY: Kluwer Academic/Plenum Publishers.

Rueda, M. I. e Incera, S. (2011). Diferencias en conciencia morfológica entre buenos lectores y alumnos con dificultades en lectoescritura. Capítulo de libro Educación Aprendizaje y desarrollo en una sociedad Multicultural (pp. 8327-8339). En J. M. Román Sánchez, M. A. Carbonero Martín y J. D. Valdivieso Pastor (compiladores). Madrid: Ediciones de la Asociación Nacional de Psicología y Educación.

St-Pierre, M-C. y Dubé, J-F. (2012). Morphological awareness interven-tion: does severity play a role in spelling/reading improvement? Aula Abierta, 40(3), 15-22.

Tong, X., Deacon, S.H., Kirby, J.R, Cain, K. y Parrilla, R. (2011). Morphological Awareness: A Key to Understanding Poor Reading Comprehension in English. Journal of Educational Psychology, 103(3), 523–534.

Tsesmeli, S.N. y Seymour, P.H. (2009). The effects of training of morphological structure on spelling derived words by dyslexic adolescents. British Journal of Psychology, 100(3), 565-592.

Vadasy, P. F., Sanders, E. A. y Peyton, J. A. (2006). Paraeducator supple-mented instruction in structural analysis with text reading practice for second and third graders at risk for reading problems. Remedial and Special Education, 27, 365–378.

Wu, X., Anderson, R.C., Li, W., Wu, X., Li, H., Zhang, J., Zheng, Q., Zhu, J., Shu, H., Jiang, W., Chen, X., Wang, Q., Yin, L., He, Y., Packard, J. y Gaffney, J.S. (2009). Morphological awareness and Chinese children’s literacy development: An intervention study. Scientific Studies of Reading, 13(1), 26–52.

Published
25-12-2015
How to Cite
Rueda-Sánchez, M. I., & López-Bastida, P. (2015). Effects of morphological awareness training on reading, writing and comprehension: Meta-analysis. Anales De Psicología / Annals of Psychology, 32(1), 60-71. https://doi.org/10.6018/analesps.32.1.196261
Section
Developmental and Educational Psychology