Guimaraes SRK, Paula FV, Mota MMPE, Barbosa VR(1818 Guimaraes SRK, Paula FV, Mota MMPE, Barbosa VR. Consciência morfológica: que papel exerce no desempenho ortográfico e na compreensão de leitura? Psicol USP. 2014;25(2):201-12. http://dx.doi.org/10.1590/0103-6564A20133713. http://dx.doi.org/10.1590/0103-6564A2013...
).
|
2014 |
Brazil |
Analytical observational, cross-sectional |
72 children in the 3rd, 4th and 5th grades of a public school. |
Assessment of morphological awareness - Grammatical categorization task (Sá, 1999, 2006), Writing assignment (reproduction of storybook “O pote vazio”) Inflectional and derivational grapho-morphological task (paula, 2007) and reading comprehension, measured by the Close procedure. |
Morphological awareness influenced reading and spelling in general. In the three groups assessed, students with better performance in morphological awareness presented better results in spelling and reading. |
Kirby JR, Deacon SH, Bowers PN, Izenberg L, Wade-Woolley L, Parrila R(1919 Kirby JR, Deacon SH, Bowers PN, Izenberg L, Wade-Woolley L, Parrila R. Children’s morphological awareness and reading ability. Read Writ. 2012;25(2):389-410. http://dx.doi.org/10.1007/s11145-010-9276-5. http://dx.doi.org/10.1007/s11145-010-927...
)
|
2012 |
Canada |
Analytical observational, Cohort |
102 children, between 5 and 8 years old, from public schools. Assessed in kindergarten, 1st, 2nd grades and, lastly, in 3rd grade. |
Assessment of vocabulary with pictures (Peabody Test- III), Morphological Processing Test (analogy of words), Phonological Processing (CTOPP), Reading of words, phrases (Woodcock, 1998), Speed of reading and identification of words (Test of Word Reading Efficiency (Torgesen, Wagner, & Rashotte, 1999), Reading of texts (GORT 4; Wiederholt & Bryant, 2001). |
There was a significant correlation between morphological awareness and reading of words, accuracy in reading and comprehension, particularly for the 3rd grade. The study also stresses the importance of morphological awareness tests in the battery of reading and writing tests. |
Apel K, Diehm E(2020 Apel K, Diehm E. Morphological awareness intervention with kindergarteners and first and second grade students from low SES homes: a small efficacy study. J Learn Disabil. 2014;47(1):65-75. PMid:24191977. http://dx.doi.org/10.1177/0022219413509964. http://dx.doi.org/10.1177/00222194135099...
)
|
2014 |
USA |
Analytical observational, Case-control |
151 students in kindergarten, 1st and 2nd grades of a public school, randomly divided into case and control groups. |
Test of silent reading comprehension (Test of Silent Reading Efficiency and Comprehension -TOSREC; Wagner, Torgesen, Rashotte, & Pearson, 2010), grammatical analogy, creation of neologisms, identification of affixes (Apel, Brimo, et al. 2013), Identification of derivations and inflections (Carlisle, 2000), writing of words and pseudowords. |
Students in the case group from the three grades assessed presented significantly better results post-intervention, compared to their peers. |
Mota MMPE(2121 Mota MMPE. Consciência morfológica, aspectos cognitivos da linguagem e reconhecimento de palavras. Inter Psicol. 2011;15(1):21-6. http://dx.doi.org/10.5380/psi.v15i1.15654. http://dx.doi.org/10.5380/psi.v15i1.1565...
)
|
2011 |
Brazil |
Analytical observational, cross-sectional |
52 elementary school children in 2nd and 3rd grade of a federal public school. |
Grammatical analogy tests (adapted from Nunes and peers, 1997), morphological decision, test of academic performance-TDE, digit span test WISC III. |
Morphological awareness was poor, but there was a significant correlation with reading. The relationship between morphological processing and reading is maintained, after controlling the other variables, phonological processing significantly contributes to reading. |
McCutchen D, Stull S, Herrera BL, Lotas S, Evans SP(2222 McCutchen D, Stull S, Herrera BL, Lotas S, Evans SP. Putting words to work: effects of morphological instruction on children’s writing. J Learn Disabil. 2014;47(1):86-97. PMid:24306461. http://dx.doi.org/10.1177/0022219413509969. http://dx.doi.org/10.1177/00222194135099...
)
|
2014 |
USA |
Analytical observational, Case-control |
170 elementary school students in 5th grade from public schools, 95 composed the case group and underwent a morphological intervention, while 75 composed the control group. |
Reading of words (Woodcock Reading Mastery Tests-Revised -WRMT-R), oral vocabulary test (Woodcock Johnson III Tests of Achievement), Assessment of morphological awareness by means of writing combined sentences. |
Results show statistically significant positive effects for the intervention group after morphological training in all of the skills tested. |
Miranda LC, Mota MMPE(2323 Miranda LC, Mota MMPE. Há uma relação específica entre consciência morfológica e reconhecimento de palavras? Psico-USF. 2013;18(2):241-8. http://dx.doi.org/10.1590/S1413-82712013000200008. http://dx.doi.org/10.1590/S1413-82712013...
)
|
2013 |
Brazil |
Analytical observational, cross-sectional |
57 elementary school children in 2nd and 3rd grade of a federal public school. |
Testing of knowledge of correspondence between letter and sound; subtraction of phoneme and Spoonerism (Sternberg, 2000), Intelligence test, (subtest digits- WISC), Academic performance test – TDE (Stein, 1994) and morphological awareness test - grammatical analogy task. |
The grammatical analogy task was significantly correlated with reading of words, upon controlling the other variables. However, it must be more closely studied since upon removal of the variance attributed to knowledge of correspondence between letters and sounds measured by the spoonerism task, the morphological awareness scores are no longer significant. |
Gutiérrez CS(2424 Gutiérrez CS. Contribución de la consciência morfológica a la mejora de laortografía. Un estudio evolutivo con niños de tercero a sexto de primaria. Sintag. 2013;25:33-46.)
|
2013 |
Spain |
Analytical observational, cross-sectional |
66 (Hispanic) students in 3rd, 5th and 6th grades of two private schools. |
Writing by dictation (paradigmatic writing with variation of verb tenses). |
At least in the fifth grade, students showed to rely on morphological awareness to write verb tense paradigms in Spanish language. There was a progressing improvement in the amount of errors of the grades tested. The study found limitations in the statistical analysis and generalizations, since morphological awareness tests were not applied for comparison of data, in addition to other tests for vocabulary and phonological awareness control. |
Gilbert JK, Goodwin AP, Compton DL, Kearns DM(2525 Gilbert JK, Goodwin AP, Compton DL, Kearns DM. Multisyllabic word reading as a moderator of morphological awareness and reading comprehension. J Learn Disabil. 2014;47(1):34-43. PMid:24219914. http://dx.doi.org/10.1177/0022219413509966. http://dx.doi.org/10.1177/00222194135099...
)
|
2014 |
USA |
Analytical observational, cross-sectional |
169 students in 5th grade of elementary school. |
General academic knowledge (Woodcock-Johnson III), morphological awareness (morphological decision, creation of neologisms and grammatical analogy), reading of multi-syllable words, reading comprehension (Qualitative Reading Inventory QRI-3; Leslie & Caldwell, 2001), receptive vocabulary test with pictures (Peabody Picture Vocabulary Test, Dunn & Dunn, 2007). |
There was a significant correlation between morphological awareness and reading of multi-syllable words only for children with reading difficulty, but not for children with higher performance in reading, proving to be a compensation strategy for “low-level readers”. |
Deacon SH, Benere J, Pasquarella A(2626 Deacon SH, Benere J, Pasquarella A. Reciprocal relationship: children’s morphological awareness and their reading accuracy across grades 2 to 3. Dev Psychol. 2013;49(6):1113-26. PMid:22845830. http://dx.doi.org/10.1037/a0029474. http://dx.doi.org/10.1037/a0029474...
)
|
2013 |
USA |
Analytical observational, cross-sectional |
100 children, tested in 2nd and 3rd grades. |
Test of vocabulary with pictures (Peabody Picture Vocabulary Test– Third Edition PPVT-III; Dunn & Dunn, 1997), phonological awareness, (based on the proposed by Rosner and Simons, 1971), reading (Woodcock Reading Mastery Test–Revised) morphological awareness (analogy of sentences, analogy of words (based on Nunes et al., 1997). |
Morphological awareness and reading accuracy presented a statistically significant correlation, regardless of phonological awareness and vocabulary variables controlled. |
Foorman BR, Petscher Y, Bishop MD(2727 Foorman BR, Petscher Y, Bishop MD. The incremental variance of morphological knowledge to reading comprehension in grades 3-10 beyond prior reading comprehension, spelling, and text reading efficiency. Learn Individ Differ. 2012;22(6):792-8. http://dx.doi.org/10.1016/j.lindif.2012.07.009. http://dx.doi.org/10.1016/j.lindif.2012....
)
|
2012 |
USA |
Analytical observational, cross-sectional |
4780 children from the 3rd to 10th grades of public schools. |
Derivational and inflectional morphological knowledge by sentence completion (Foorman & Petscher, 2010), spelling by dictation, reading (Comprehensive Assessment Test -FCAT; Florida Department of Education, 2001, 2005). |
Strong relationship between morphological knowledge and reading comprehension across all grades, except for the 10th. |