Morphological awareness and vocabulary predict reading resilience in adults.
Morphological awareness
Reading resilience
University students
Vocabulary
Journal
Annals of dyslexia
ISSN: 1934-7243
Titre abrégé: Ann Dyslexia
Pays: United States
ID NLM: 8406611
Informations de publication
Date de publication:
07 2021
07 2021
Historique:
received:
04
11
2020
accepted:
10
06
2021
pubmed:
21
6
2021
medline:
27
7
2021
entrez:
20
6
2021
Statut:
ppublish
Résumé
Resilient readers comprehend written language despite word reading deficits. The reading resiliency framework specifies candidate protective factors hypothesized to mitigate adverse effects on reading comprehension arising from phonological decoding deficiencies and, consequently, illuminates how some individuals exhibit relative reading resiliency. A focus on relative reading resiliency involves an examination of individual strengths and weaknesses because areas of relative strength can bolster one's abilities. The ability for morphological awareness and vocabulary to be strengths or protective factors contributing to reading resiliency was explored in a sample of university students. Morphological awareness is predicted to be a particularly important skill for university students due to the complexity of texts encountered in their coursework. A measure of word-level morphological awareness was positively associated with relative reading resiliency. Furthermore, across norm-referenced and standardized high-stakes testing measures of reading comprehension, vocabulary mediated the impact of morphological awareness on comprehension after controlling for phonological decoding ability. These findings suggest that morphological awareness and vocabulary skills are important contributing factors to reading comprehension and reading resilience.
Identifiants
pubmed: 34148176
doi: 10.1007/s11881-021-00236-y
pii: 10.1007/s11881-021-00236-y
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
347-371Références
ACT. (2018). American College Test. www.act.org
ACT. (2020). ACT technical manual (Version 2020.1). https://www.act.org/content/dam/act/unsecured/documents/ACT_Technical_Manual.pdf
Bernstein, S. E., Flipse, J. L., Jin, Y., & Odegard, T. N. (2020). Word and sentence level tests of morphological awareness in reading. Reading and Writing: An Interdisciplinary Journal. https://doi.org/10.1007/s11145-020-10024-6 .
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. https://doi.org/10.3102/0034654309359353 .
doi: 10.3102/0034654309359353
Braze, D., Katz, L., Magnuson, J. S., Mencl, W. E., Tabor, W., Van Dyke, J. A., Gong, T., Johns, C. L., & Shankweiler, D. P. (2016). Vocabulary does not complicate the simple view of reading. Reading and Writing: An Interdisciplinary Journal, 29(3), 435–451. https://doi.org/10.1007/s11145-015-9608-6 .
doi: 10.1007/s11145-015-9608-6
Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169–190. https://doi.org/10.1023/A:1008131926604 .
doi: 10.1023/A:1008131926604
Carlisle, J. F., & Stone, C. A. (2005). Exploring the role of morphemes in word reading. Reading Research Quarterly, 40(4), 428–449. https://doi.org/10.1598/RRQ.40.4.3 .
doi: 10.1598/RRQ.40.4.3
Catts, H. W., McIlraith, A., Bridges, M. S., & Nielsen, D. C. (2017). Viewing a phonological deficit within a multifactorial model of dyslexia. Reading and Writing: An Interdisciplinary Journal, 30, 613–629. https://doi.org/10.1007/s11145-016-9692-2 .
doi: 10.1007/s11145-016-9692-2
Cavalli, E., Casalis, S., El Ahmadi, A., Zira, M., Poracchia-George, F., & Cole, P. (2016). Vocabulary skills are well developed in university students with dyslexia: Evidence from multiple case studies. Research in Developmental Disabilities, 51–52, 89–102 https://doi.org/10.1016/j.ridd.2016.01.006 .
doi: 10.1016/j.ridd.2016.01.006
Cavalli, E., Cole, P., Pattamadilok, C., Badier, J.-M., Zielinski, C., Chanoine, V., & Ziegler, J. C. (2017a). Spatiotemporal reorganization of the reading network in adult dyslexia. Cortex, 92, 204–221. https://doi.org/10.1016/j.cortex.2017.04.012 .
doi: 10.1016/j.cortex.2017.04.012
Cavalli, E., Duncan, L. G., Elbro, C., El Ahmadi, A., & Cole, P. (2017b). Phonemic—Morphemic dissociation in university students with dyslexia: An index of reading compensation? Annals of Dyslexia, 67, 63–84. https://doi.org/10.1007/s11881-016-0138-y .
doi: 10.1007/s11881-016-0138-y
Chen, X. (2016). Remedial coursetaking at U.S. public 2- and 4-year institutions: Scope, experiences, and outcomes (NCES 2016-405). U.S. Department of Education. National Center for Education Statistics http://nces.ed.gov/pubsearch .
Cooper, J. L. (2017). Examining incidental vocabulary acquisition by person- and item-level factors in secondary students. In Dissertation Abstracts International Section A: Humanities and Social Sciences. US https://ezproxy.mtsu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-53061-286&site=ehost-live&scope=site .
Cooper, J., Coggins, J., & Elleman, A. (2015). Morphology and mnemonic instruction: A comparison of two vocabulary methods on the vocabulary acquisition and reading comprehension of secondary students. 22nd Annual Conference of the Society for the Scientific Studies of Reading.
Cutting, L. E., & Scarborough, H. S. (2006). Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific Studies of Reading, 10(3), 277–299. https://doi.org/10.1207/s1532799xssr1003_5 .
doi: 10.1207/s1532799xssr1003_5
Elbro, C., & Arnbak, E. (1996). The role of morpheme recognition and morphological awareness in dyslexia. Annals of Dyslexia, 46, 209–240.
doi: 10.1007/BF02648177
Foley Nicpon, M., Allmon, A., Sieck, B., & Stinson, R. D. (2011). Empirical investigation of twice-exceptionality: Where have we been and where are we going? Gifted Child Quarterly, 55(1), 3–17. https://doi.org/10.1177/0016986210382575 .
doi: 10.1177/0016986210382575
Foorman, B. R., Petscher, Y., & Herrera, S. (2018). Unique and common effects of decoding and language factors in predicting reading comprehension in grades 1-10. Learning and Individual Differences, 63, 12–23. https://doi.org/10.1016/j.lindif.2018.02.011 .
doi: 10.1016/j.lindif.2018.02.011
Francis, D. J., Fletcher, J. M., Stuebing, K. K., Lyon, G. R., Shaywitz, B. A., & Shaywitz, S. E. (2005). Psychometric approaches to the identification of LD: IQ and achievement scores are not sufficient. Journal of Learning Disabilities, 38(2), 98–108.
doi: 10.1177/00222194050380020101
Fritz, M. S., & MacKinnon, D. P. (2007). Required sample size to detect the mediated effect. Psychological Science, 18(3), 233–239. https://doi.org/10.1111/j.1467-9280.2007.01882.x .
doi: 10.1111/j.1467-9280.2007.01882.x
Gilbert, J. K., Goodwin, A. P., Compton, D. L., & Kearns, D. M. (2013). Multisyllabic word reading as a moderator of morphological awareness and reading comprehension. Journal of Learning Disabilities, 47(1), 34–43. https://doi.org/10.1177/0022219413509966 .
doi: 10.1177/0022219413509966
Goodwin, A. P., & Ahn, S. (2010). A meta-analysis of morphological interventions: Effects on literacy achievement of children with literacy difficulties. Annals of Dyslexia, 60, 183–208. https://doi.org/10.1007/s11881-010-0041-x .
doi: 10.1007/s11881-010-0041-x
Goodwin, A. P., & Ahn, S. (2013). A meta-analysis of morphological interventions in English: Effects on literacy outcomes for school-age children. Scientific Studies of Reading, 17, 257–285. https://doi.org/10.1080/10888438.2012.689791 .
doi: 10.1080/10888438.2012.689791
Goodwin, A., Lipsky, M., & Ahn, S. (2012). Word detectives: Using units of meaning to support literacy. The Reading Teacher, 65(7), 461–470. https://doi.org/10.1002/TRTR.01069 .
doi: 10.1002/TRTR.01069
Gough, P., & Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10.
doi: 10.1177/074193258600700104
Gray, S. H., Ehri, L. C., & Locke, J. L. (2018). Morpho-phonemic analysis boosts word reading for adult struggling readers. Reading and Writing: An Interdisciplinary Journal, 31(1), 75–98. https://doi.org/10.1007/s11145-017-9774-9 .
doi: 10.1007/s11145-017-9774-9
Guo, Y., Roehrig, A. D., & Williams, R. S. (2011). The relation of morphological awareness and syntactic awareness to adults’ reading comprehension: Is vocabulary knowledge a mediating variable? Journal of Literacy Research, 43(2), 159–183. https://doi.org/10.1177/1086296X11403086 .
doi: 10.1177/1086296X11403086
Haft, S. L., Myers, C. A., & Hoeft, F. (2016). Socio-emotional and cognitive resilience in children with reading disabilities. Current Opinion in Behavioral Science, 10, 133–141. https://doi.org/10.1016/j.cobeha.2016.06.005 .
doi: 10.1016/j.cobeha.2016.06.005
Holahan, J. M., Ferrer, E., Shaywitz, B. A., Rock, D. A., Kirsch, I. S., Yamamoto, K., Michaels, R., Marchione, K. E., & Shaywitz, S. E. (2018). Growth in reading comprehension and verbal ability from grades 1 through 9. Journal of Psychoeducational Assessment, 36(4), 307–321. https://doi.org/10.1177/0734282916680984 .
doi: 10.1177/0734282916680984
Joshi, R. M. (2005). Vocabulary: A critical component of comprehension. Reading & Writing Quarterly, 21(3), 209–219. https://doi.org/10.1080/10573560590949278 .
doi: 10.1080/10573560590949278
Law, J. M., Wouters, J., & Ghesquiere, P. (2015). Morphological awareness and its role in compensation in adults with dyslexia. Dyslexia, 21, 254–272. https://doi.org/10.1002/dys.1495 .
doi: 10.1002/dys.1495
Law, J. M., Veispak, A., Vanderauwera, J., & Ghesquiere, P. (2018). Morphological awareness and visual processing of derivational morphology in high-functioning adults with dyslexia: An avenue to compensation? Applied Psycholinguistics, 39, 483–506. https://doi.org/10.1017/S0142716417000467 .
doi: 10.1017/S0142716417000467
Lefly, D. L., & Pennington, B. F. (1991). Spelling errors and reading fluency in compensated adult dyslexics. Annals of Dyslexia, 41, 143–162. https://doi.org/10.1007/BF02648083 .
doi: 10.1007/BF02648083
Miciak, J., & Fletcher, J. M. (2020). The critical role of instructional response for identifying dyslexia and other learning disabilities. Journal of Learning Disabilities, 53, 1–11. https://doi.org/10.1177/0022219420906801 .
doi: 10.1177/0022219420906801
Nagy, W. E., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19(3), 304–330.
doi: 10.2307/747823
Nagy, W., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47(1), 91–108. https://doi.org/10.1002/RRQ.011 .
doi: 10.1002/RRQ.011
Nagy, W. E., Carlisle, J. F., & Goodwin, A. P. (2013). Morphological knowledge and literacy acquisition. Journal of Learning Disabilities, 47(1), 3–12. https://doi.org/10.1177/0022219413509967 .
doi: 10.1177/0022219413509967
Nation, K. (2019). Children’s reading difficulties, language, and reflections on the simple view of reading. Australian Journal of Learning Difficulties., 24, 47–73. https://doi.org/10.1080/19404158.2019.1609272 .
doi: 10.1080/19404158.2019.1609272
National Association for Educational Progress. (2017). The nation’s report card: 2015 Mathematics and reading at grade 12. National Center for Educational Statistics. https://www.nationsreportcard.gov/reading_math_g12_2015/#reading/acl
National Center for Education Statistics. (2019). Graduation rate from first institution attended for first-time, full-time bachelor's degree-seeking students at 4-year postsecondary institutions, by race/ethnicity, time to completion, sex, control of institution, and percentage of applications accepted: Selected cohort entry years, 1996 through 2012. Retrieved from https://nces.ed.gov/programs/digest/d19/tables/dt19_326.10.asp
Patael, S. Z., Farris, E. A., Black, J. M., Hancock, R., Gabrieli, J. D. E., Cutting, L. E., & Hoeft, F. (2018). Brain basis of cognitive resilience: Prefrontal cortex predicts better reading comprehension in relation to decoding. Plos One, 13(6), e0198791. https://doi.org/10.1371/journal.pone.0198791 .
doi: 10.1371/journal.pone.0198791
Pennington, B. F., Santerre-Lemmon, L., Rosenberg, J., MacDonald, B., Boada, R., Friend, A., Leopold, D. R., Samuelsson, S., Byrne, B., Willcutt, E. G., & Olson, R. K. (2012). Individual prediction of dyslexia by single vs. Multiple deficit models. Journal of Abnormal Psychology, 121(1), 212–224. https://doi.org/10.1037/a0025823 .
doi: 10.1037/a0025823
Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357–383.
doi: 10.1080/10888430701530730
Perfetti, C., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18, 22–37. https://doi.org/10.1080/10888438.2013.827687 .
doi: 10.1080/10888438.2013.827687
Petscher, Y., & Schatschneider, C. (2011). A simulation study on the performance of the simple difference and covariance-adjusted scores in randomized experimental designs. Journal of Educational Measurement, 48(1), 31–43. https://doi.org/10.1111/j.1745-3984.2010.00129.x .
doi: 10.1111/j.1745-3984.2010.00129.x
Reichle, E. D., & Perfetti, C. A. (2003). Morphology in word identification: A word-experience model that accounts for morpheme frequency effects. Scientific Studies of Reading, 7(3), 219–237.
doi: 10.1207/S1532799XSSR0703_2
Scarborough, H. S. (1984). Continuity between childhood dyslexia and adult reading. British Journal of Psychology, 75, 329–348. https://doi.org/10.1111/j.2044-8295-1984.tb01904.x .
doi: 10.1111/j.2044-8295-1984.tb01904.x
Schoemann, A. M., Boulton, A. J., & Short, S. D. (2017). Determining power and sample size for simple and complex mediation models. Social Psychological and Personality Science, 8(4), 379–386. https://doi.org/10.1177/1948550617715068 .
doi: 10.1177/1948550617715068
Stanovich, K. E., & Siegel, L. S. (1994). Phenotype performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86(1), 24–53.
doi: 10.1037/0022-0663.86.1.24
Stuebing, K. K., Fletcher, J. M., LeDoux, J. M., Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2002). Validity of IQ-Discrepancy classifications of reading disabilities: A meta-analysis. American Educational Research Journal, 39(2), 469–518.
doi: 10.3102/00028312039002469
Stuebing, K. K., Barth, A. E., Traham, L. H., Reddy, R. R., Miciak, J., & Fletcher, J. M. (2015). Are child cognitive characteristics strong predictors of responses to intervention? A meta-analysis. Review of Educational Research, 85(3), 395–429. https://doi.org/10.3102/0034654314555996 .
doi: 10.3102/0034654314555996
Tennessee Higher Education Commission. (2019). 2018-2019 Tennessee Higher Education Fact Book. Retrieved from https://www.tn.gov/thec/research/redirect-research/fact-book/fact-book.html
Tighe, E. L., & Schatschneider, C. (2015). Exploring the dimensionality of morphological awareness and its relations to vocabulary knowledge in adult basic education students. Reading Research Quarterly, 50(3), 293–311. https://doi.org/10.1002/rrq.102 .
doi: 10.1002/rrq.102
Torgesen, J. K., Wagner, R., & Rashotte, C. A. (2012). Test of Word Reading Efficiency (Second). Pro-Ed
van Viersen, S., de Bree, E. H., & de Jong, P. F. (2019). Protective factors and compensation in resolving dyslexia. Scientific Studies of Reading., 23, 461–477. https://doi.org/10.1080/10888438.2019.1603543 .
doi: 10.1080/10888438.2019.1603543
Vellutino, F. R., Tunmer, W. E., Jaccard, J. J., & Chen, R. (2007). Components of reading ability: Multivariate evidence for a convergent skills model of reading development. Scientific Studies of Reading, 11(1), 3–32. https://doi.org/10.1080/10888430709336632 .
doi: 10.1080/10888430709336632
Wilson-Fowler, E. B., & Apel, K. (2015). Influence of morphological awareness on college students’ literacy skills: A path analytic approach. Journal of Literacy Research, 47(3), 405–432. https://doi.org/10.1177/1086296X15619730 .
doi: 10.1177/1086296X15619730
Woodcock, R. (2011). The Woodcock Reading Mastery Tests (Third). Pearson.
Yzerbyt, V., Muller, D., Batailler, C., & Judd, C. M. (2018). New recommendations for testing indirect effects in mediational models: The need to report and test component paths. Journal of Personality and Social Psychology: Attitudes and Social Cognition, 115(6), 929–943. https://doi.org/10.1037/pspa0000132 .
doi: 10.1037/pspa0000132