Return to References: Morphological Knowledge 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.
The Suffix Choice Test: (Nagy et al., 2003): Measures the ability to recognize, understand, and use morphemes.
Berko, J. (1958). The child's learning of English morphology. WORD, 14, 150–177.
Bialystok, E., & Barac, R. (2012). Emerging bilingualism: Dissociating advantages for metalinguistic awareness and executive control. Cognition, 122(1), 67-73.
Bialystok, E., Peets, K. F., & Moreno, S. (2014). Producing bilinguals through immersion education: Development of metalinguistic awareness. Applied Psycholinguistics, 35(1), 177-191.
Boons, T., De Raeve, L., Langereis, M., Peeraer, L., Wouters, J., & Van Wieringen, A. (2013). Expressive vocabulary, morphology, syntax and narrative skills in profoundly deaf children after early cochlear implantation. Research in Developmental Disabilities, 34(6), 2008-2022.
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.
Carrow-Woolfolk, E. (1996). Oral and Written Language Scale. Minneapolis, MN: Pearson.
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.
Deacon, S. H., & 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.
Delis, D. C., Kaplan, E., & Kramer, J. H. (2001). Delis-Kaplan Executive Function System. San Antonio, TX: Psychological Corporation.
Dumont, R., Willis, J. O., Veizel, K., & Zibulsky, J. (2013). Test of Language Development—Intermediate. Encyclopedia of Special Education: A Reference for the Education of Children, Adolescents, and Adults with Disabilities and Other Exceptional Individuals.
Embick, D., & Noyer, R. (2007). Distributed morphology and the syntax/morphology interface. The Oxford Handbook of Linguistic Interfaces, 289-324.
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.
Karlsen, B., & Gardner, E. (1995). Stanford Diagnostic Reading Test (4th ed.): Brown level (Grades 6.5 to 8.9). San Antonio, TX: Harcourt Brace Educational Measurement.
Karlsen, B., & Gardner, E. (1996). Stanford Diagnostic Reading Test (4th ed.): Purple level (Grades 4.5 to 6.5). San Antonio, TX: Harcourt Brace Educational Measurement.
Kort, W., Schittekatte, M., & Compaan, E. (2010). CELF-4-NL j Test voor diagnose en evaluatie van taalproblemen. Amsterdam: Pearson.
Martin, N. A., & Brownell, R. (2011). Expressive One-Word Picture Vocabulary Test (4th ed.). San Antonio, TX: Pearson.
Nagy, W., Berninger, V. W., & Abbott, R. D. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology, 98(1), 134-147.
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, 165-179.
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.
Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30(1), 73-87.
Woodcock, R. W. (1987). Woodcock Reading Mastery Tests - Revised. Circle Pines, MN: American Guidance Service.