Return to Morphological Awareness factor page.
Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Test of Language Development - Primary (TOLD-P) Morphological Completion Subtest (Newcomer & Hammill, 2019): Measures the ability to recognize, comprehend, and use different morphemes for students aged four to eight years.
Anglin, J. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, 58(10), 1-186.
Baumann, J. F., Edwards, E. C., Font, G., Tereshinski, C. A., Kame'enui, E. J., & Olejnik, S. (2002). Teaching morphemic and contextual analysis to 5th grade students. Reading Research Quarterly, 37(2), 150-173.
Bowers, P. N., Kirby, J. R., & Deacon, S. H. (2010). The effects of morphological instruction on literacy skills a systematic review of the literature. Review of Educational Research, 80(2), 144-179.
Briscoe, J., Bishop, D. V., & Norbury, C. F. (2001). Phonological processing, language, and literacy: A comparison of children with mild‐to‐moderate sensorineural hearing loss and those with specific language impairment. Journal of Child Psychology and Psychiatry, 42(3), 329-340.
Carlisle, J. F. (1995). Morphological awareness and early reading achievement. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 189-209). Hillsdale, NJ: Erlbaum.
Carlisle, J. F., & Fleming, J. (2003). Lexical processing of morphologically complex words in the elementary years. Scientific Studies of Reading, 7(3), 239-253.
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5-51.
Chen, X., Ramirez, G., Luo, Y. C., Geva, E., & Ku, Y. M. (2012). Comparing vocabulary development in Spanish-and Chinese-speaking ELLs: The effects of metalinguistic and sociocultural factors. Reading and Writing, 25(8), 1991-2020.
Crain-Thoreson, C., Dahlin, M. P., & Powell, T. A. (2001). Parent-child interaction in three conversational contexts: Variations in style and strategy. In J. Brooks-Gunn & P. Rebello (Eds.), Sourcebook on Emergent Literacy (pp. 23-38). San Francisco, CA: Jossey-Bass.
Green, L. (2009). Morphology and literacy: Getting our heads in the game. Language, Speech, and Hearing Services in Schools, 40(3), 283-285.
Hammill D. D., & Newcomer P. L. (2008). Test of language development-Intermediate (4th ed.). Austin, TX: PRO-ED.
Nagy, W., Berninger, V., Abbott, R., Vaughan, K., & 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.
Norbury, C. F., Bishop, D. V. M., & Briscoe, J. (2001). Production of English finite verb morphology: A comparison of SLI and mild-moderate hearing impairment. Journal of Speech, Language, and Hearing Research, 44, 165-178.
Norbury, C. F., Bishop, D. V. M., & Briscoe, J. (2002). Does impaired grammatical comprehension provide evidence for an innate grammar module? Applied Psycholinguistics, 23(2), 247-268.
Senechal, M., Pagan, S., Lever, R., & Ouellette, G. P. (2008). Relations among the frequency of shared reading and 4-year-old children's vocabulary, morphological and syntax comprehension, and narrative skills. Early Education and Development, 19(1), 27-44.
Treiman, R., & Cassar, M. (1996). Effects of morphology on children's spelling of final consonant clusters. Journal of Experimental Child Psychology, 63, 141-170.
Wolter, J. A., Wood, A., & D'zatko, K. W. (2009). The influence of morphological awareness on the literacy development of first-grade children. Language, Speech, and Hearing Services in Schools, 40(3), 286-298.
Generating summary page