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An investigation of the relationship...

Katz, Lauren Ashley.

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An investigation of the relationship of morphological awareness to reading comprehension in fourth and sixth graders.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An investigation of the relationship of morphological awareness to reading comprehension in fourth and sixth graders./
作者:	Katz, Lauren Ashley.
面頁冊數:	236 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2138.
Contained By:	Dissertation Abstracts International65-06A.
標題:	Education, Reading. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3138192
ISBN:	0496853627

An investigation of the relationship of morphological awareness to reading comprehension in fourth and sixth graders.
Katz, Lauren Ashley.

An investigation of the relationship of morphological awareness to reading comprehension in fourth and sixth graders. - 236 p.

Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2138.

Thesis (Ph.D.)--University of Michigan, 2004.

The aim of this study was to examine the influences of different types of morphological awareness on the reading comprehension abilities of fourth and sixth graders. Participants' morphological awareness skills were assessed with four different experimental measures of morphological awareness. The measures varied on two primary dimensions: the metalinguistic demands required and the type of derivational knowledge tapped (i.e., relational knowledge and/or syntactic/distributional knowledge). Structural Equation Modeling was used to test a model of reading comprehension that included these four measures of morphological awareness. Other variables included in the model were nonword decoding, picture vocabulary, morphologically complex word reading, and general word reading. Reading comprehension, as assessed by a standardized cloze-format task, was represented in the model as the final outcome. Overall, the model accounted for 51% of the variance in reading comprehension. The results also showed that two of the morphological awareness measures significantly and directly affected the reading of morphologically complex words and reading comprehension for both grades. Moreover, the results seemed to suggest that it is the ability to process both the semantic and syntactic aspects of morphology (i.e., relational knowledge and syntactic/distributional knowledge) that is most important for reading comprehension in the middle-to-late elementary grades.

ISBN: 0496853627Subjects--Topical Terms:

1017790
Education, Reading.

An investigation of the relationship of morphological awareness to reading comprehension in fourth and sixth graders.
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245 1 3 $a An investigation of the relationship of morphological awareness to reading comprehension in fourth and sixth graders.
300 $a 236 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2138.
500 $a Chair: Joanne F. Carlisle.
502 $a Thesis (Ph.D.)--University of Michigan, 2004.
520 $a The aim of this study was to examine the influences of different types of morphological awareness on the reading comprehension abilities of fourth and sixth graders. Participants' morphological awareness skills were assessed with four different experimental measures of morphological awareness. The measures varied on two primary dimensions: the metalinguistic demands required and the type of derivational knowledge tapped (i.e., relational knowledge and/or syntactic/distributional knowledge). Structural Equation Modeling was used to test a model of reading comprehension that included these four measures of morphological awareness. Other variables included in the model were nonword decoding, picture vocabulary, morphologically complex word reading, and general word reading. Reading comprehension, as assessed by a standardized cloze-format task, was represented in the model as the final outcome. Overall, the model accounted for 51% of the variance in reading comprehension. The results also showed that two of the morphological awareness measures significantly and directly affected the reading of morphologically complex words and reading comprehension for both grades. Moreover, the results seemed to suggest that it is the ability to process both the semantic and syntactic aspects of morphology (i.e., relational knowledge and syntactic/distributional knowledge) that is most important for reading comprehension in the middle-to-late elementary grades.
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