Direct and Indirect Roles of Morphological Awareness in the English Reading Comprehension of Native English, Spanish, Filipino, and Vietnamese Speakers

Michael J. Kieffer, Nonie K. Lesaux

Research output: Contribution to journalArticle

Abstract

This study tested three hypotheses about the direct and indirect contributions of derivational morphological awareness to English reading comprehension in sixth-grade students from differing language backgrounds (n= 952). Students included Spanish-speaking, Filipino-speaking, and Vietnamese-speaking language minority learners as well as native English speakers. Multiple-group structural equation modeling indicated that morphological awareness made a significant direct contribution to reading comprehension, controlling for reading vocabulary and word reading fluency. Morphological awareness also made a significant indirect contribution to reading comprehension via reading vocabulary, but not via word reading fluency. Effects were similar across the four language groups. Findings suggest that morphological awareness may play multiple important roles in English reading comprehension for students from a variety of home language backgrounds.

Original languageEnglish (US)
Pages (from-to)1170-1204
Number of pages35
JournalLanguage Learning
Volume62
Issue number4
DOIs
StatePublished - Dec 2012

Fingerprint

comprehension
speaking
vocabulary
language
language group
Reading Comprehension
Morphological Awareness
English-Spanish
student
minority
Word Reading
Vocabulary
Reading Fluency
Group

Keywords

  • Adolescents
  • Comparative studies
  • Morphological awareness
  • Reading comprehension
  • Vocabulary
  • Word reading efficiency

ASJC Scopus subject areas

  • Linguistics and Language
  • Education
  • Language and Linguistics

Cite this

@article{81c71f286760459e828872909e07b35b,
title = "Direct and Indirect Roles of Morphological Awareness in the English Reading Comprehension of Native English, Spanish, Filipino, and Vietnamese Speakers",
abstract = "This study tested three hypotheses about the direct and indirect contributions of derivational morphological awareness to English reading comprehension in sixth-grade students from differing language backgrounds (n= 952). Students included Spanish-speaking, Filipino-speaking, and Vietnamese-speaking language minority learners as well as native English speakers. Multiple-group structural equation modeling indicated that morphological awareness made a significant direct contribution to reading comprehension, controlling for reading vocabulary and word reading fluency. Morphological awareness also made a significant indirect contribution to reading comprehension via reading vocabulary, but not via word reading fluency. Effects were similar across the four language groups. Findings suggest that morphological awareness may play multiple important roles in English reading comprehension for students from a variety of home language backgrounds.",
keywords = "Adolescents, Comparative studies, Morphological awareness, Reading comprehension, Vocabulary, Word reading efficiency",
author = "Kieffer, {Michael J.} and Lesaux, {Nonie K.}",
year = "2012",
month = "12",
doi = "10.1111/j.1467-9922.2012.00722.x",
language = "English (US)",
volume = "62",
pages = "1170--1204",
journal = "Language Learning",
issn = "0023-8333",
publisher = "Wiley-Blackwell",
number = "4",

}

TY - JOUR

T1 - Direct and Indirect Roles of Morphological Awareness in the English Reading Comprehension of Native English, Spanish, Filipino, and Vietnamese Speakers

AU - Kieffer, Michael J.

AU - Lesaux, Nonie K.

PY - 2012/12

Y1 - 2012/12

N2 - This study tested three hypotheses about the direct and indirect contributions of derivational morphological awareness to English reading comprehension in sixth-grade students from differing language backgrounds (n= 952). Students included Spanish-speaking, Filipino-speaking, and Vietnamese-speaking language minority learners as well as native English speakers. Multiple-group structural equation modeling indicated that morphological awareness made a significant direct contribution to reading comprehension, controlling for reading vocabulary and word reading fluency. Morphological awareness also made a significant indirect contribution to reading comprehension via reading vocabulary, but not via word reading fluency. Effects were similar across the four language groups. Findings suggest that morphological awareness may play multiple important roles in English reading comprehension for students from a variety of home language backgrounds.

AB - This study tested three hypotheses about the direct and indirect contributions of derivational morphological awareness to English reading comprehension in sixth-grade students from differing language backgrounds (n= 952). Students included Spanish-speaking, Filipino-speaking, and Vietnamese-speaking language minority learners as well as native English speakers. Multiple-group structural equation modeling indicated that morphological awareness made a significant direct contribution to reading comprehension, controlling for reading vocabulary and word reading fluency. Morphological awareness also made a significant indirect contribution to reading comprehension via reading vocabulary, but not via word reading fluency. Effects were similar across the four language groups. Findings suggest that morphological awareness may play multiple important roles in English reading comprehension for students from a variety of home language backgrounds.

KW - Adolescents

KW - Comparative studies

KW - Morphological awareness

KW - Reading comprehension

KW - Vocabulary

KW - Word reading efficiency

UR - http://www.scopus.com/inward/record.url?scp=84869875762&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84869875762&partnerID=8YFLogxK

U2 - 10.1111/j.1467-9922.2012.00722.x

DO - 10.1111/j.1467-9922.2012.00722.x

M3 - Article

VL - 62

SP - 1170

EP - 1204

JO - Language Learning

JF - Language Learning

SN - 0023-8333

IS - 4

ER -