Citations (438)
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Young-Suk Grace Kim. (2023) Executive Functions and Morphological Awareness Explain the Shared Variance between Word Reading and Listening Comprehension. Scientific Studies of Reading 27:5, pages 451-474.
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Apostolos Kargiotidis, Angeliki Mouzaki, Eleni Kagiampaki, Georgios Marinakis, Anna Maria Vervelaki, Nantia Boufachrentin & George Manolitsis. (2023) Modeling the Effects of Oral Language Skills on Early Reading Development in an Orthographically Consistent Language. Scientific Studies of Reading 27:3, pages 272-288.
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George K. Georgiou, Ana Paula Alves Vieira, Kyriakoula M. Rothou, John R. Kirby, Andrea Antoniuk, Dalia Martinez & Kan Guo. (2023) A Meta-analysis of Morphological Awareness Deficits in Developmental Dyslexia. Scientific Studies of Reading 27:3, pages 253-271.
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Jinger Pan, Aiping Wang, Catherine McBride, Jeung-Ryeul Cho & Ming Yan. (2023) Online Assessment of Parafoveal Morphological Processing/Awareness during Reading among Chinese and Korean Adults. Scientific Studies of Reading 27:3, pages 232-252.
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Georgia Andreou, Vasiliki Aslanoglou, Vasiliki Lymperopoulou & Filippos Vlachos. (2023) Morphological and phonological errors in the written language production of children with DLD. European Journal of Special Needs Education 0:0, pages 1-14.
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Yaqi Shen. (2023) Issues of Measuring Morphological Awareness Longitudinally. Reading Psychology 44:2, pages 175-193.
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Haomin Zhang, Jie Sun, Yuting Han & Song Yin. (2022) Morphological and cognate awareness in L2 Japanese word learning: evidence from Chinese-speaking learners. International Journal of Bilingual Education and Bilingualism 0:0, pages 1-15.
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Rebecca A. Marks, Xin Sun, Eva McAlister López, Nia Nickerson, Isabel Hernandez, Valeria C. Caruso, Teresa Satterfield & Ioulia Kovelman. (2022) Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals. International Journal of Bilingual Education and Bilingualism 25:10, pages 3907-3923.
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Sungyoon Lee, Li-Jen Kuo, Zhihong Xu & Xueyan Hu. (2022) The effects of technology-integrated classroom instruction on K-12 English language learners’ literacy development: a meta-analysis. Computer Assisted Language Learning 35:5-6, pages 1106-1137.
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Mark Feng Teng & Lawrence Jun Zhang. (2022) Development of metacognitive knowledge and morphological awareness: a longitudinal study of ethnic minority multilingual young learners in China. Journal of Multilingual and Multicultural Development 0:0, pages 1-17.
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Susan Hopewell, Kathy Escamilla, María Ruíz-Martínez & Katia Zamorano. (2022) Designing and facilitating language interpretation experiences with 2nd and 3rd grade bilingual learners: Learning from teachers’ experiences. Bilingual Research Journal 45:2, pages 140-158.
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Karin Landerl, Anne Castles & Rauno Parrila. (2022) Cognitive Precursors of Reading: A Cross-Linguistic Perspective. Scientific Studies of Reading 26:2, pages 111-124.
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Catherine McBride, Dora Jue Pan & Fateme Mohseni. (2022) Reading and Writing Words: A Cross-Linguistic Perspective. Scientific Studies of Reading 26:2, pages 125-138.
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Ruibo Xie, Yue Xia, Xinchun Wu, Ying Zhao, Hongjun Chen, Peng Sun & Jie Feng. (2021) The Role of Morphological Awareness in Listening Comprehension of Chinese Blind Children: The Mediation of Vocabulary Knowledge. Psychology Research and Behavior Management 14, pages 1823-1832.
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Apostolos Kargiotidis, Ioannis Grigorakis, Angeliki Mouzaki & George Manolitsis. (2021) Differences in oral language growth between children with and without literacy difficulties: evidence from early phases of learning to read and spell in Greek. Australian Journal of Learning Difficulties 26:2, pages 89-112.
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Wanzhou Wang, Jinliang Lyu, Mintao Li, Yunjing Zhang, Zhihu Xu, Yuanyuan Chen, Jiangjie Zhou & Shengfeng Wang. (2021) Quality evaluation of HPV vaccine-related online messages in China: a cross-sectional study. Human Vaccines & Immunotherapeutics 17:4, pages 1089-1096.
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Maddie Kotzer, John R. Kirby & Lindsay Heggie. (2021) Morphological Awareness Predicts Reading Comprehension in Adults. Reading Psychology 42:3, pages 302-322.
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Kyriakoula M. Rothou. (2021) Exploring Inflectional Morphological Awareness Skills in Greek-speaking Children with Poor Reading Comprehension. International Journal of Disability, Development and Education 68:2, pages 191-205.
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Elisabeth Beyersmann, Petroula Mousikou, Ludivine Javourey-Drevet, Sascha Schroeder, Johannes C. Ziegler & Jonathan Grainger. (2020) Morphological Processing across Modalities and Languages. Scientific Studies of Reading 24:6, pages 500-519.
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Jana Hasenäcker, Elisabeth Beyersmann & Sascha Schroeder. (2020) Morphological Priming in Children: Disentangling the Effects of School-grade and Reading Skill. Scientific Studies of Reading 24:6, pages 484-499.
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Kyriakoula M. Rothou & Ianthi Tsimpli. (2020) Biliteracy and reading ability in children who learn Greek as a second language. International Journal of Bilingual Education and Bilingualism 23:8, pages 1036-1050.
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Lei Wang & Duo Liu. (2020) The Role of Morphological Awareness in Reading Chinese Characters: The Moderating Effect of Morpheme Family Size. Scientific Studies of Reading 24:2, pages 170-178.
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Oihana Leonet, Jasone Cenoz & Durk Gorter. (2020) Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition. Language Awareness 29:1, pages 41-59.
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Vered Vaknin-Nusbaum & Michal Raveh. (2019) Cultivating morphological awareness improves reading skills in fifth-grade Hebrew readers
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Mercedes I. Rueda & Sandra L. Medina. (2018) The role of morphological awareness in explaining reading-writing difficulties / El papel de la conciencia morfológica en la explicación de las dificultades de aprendizaje de la lectoescritura. Journal for the Study of Education and Development 41:4, pages 702-732.
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Jennifer Schluer. (2018) Looking at and beyond the lexical surface in L2 reading comprehension: insights from a video-based study. Language Awareness 27:1-2, pages 113-135.
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Yanling Zhou, Catherine McBride, Judy Sze Man Leung, Ying Wang, Malatesha Joshi & JoAnn Farver. (2018) Chinese and English reading-related skills in L1 and L2 Chinese-speaking children in Hong Kong. Language, Cognition and Neuroscience 33:3, pages 300-312.
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Forough Amirjalili & Ali Akbar Jabbari. (2018) The impact of morphological instruction on morphological awareness and reading comprehension of EFL learners. Cogent Education 5:1.
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Andrew J. Holliman, Ian R. Mundy, Lesly Wade-Woolley, Clare Wood & Chelsea Bird. (2017) Prosodic awareness and children’s multisyllabic word reading. Educational Psychology 37:10, pages 1222-1241.
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Naoko Muroya, Tomohiro Inoue, Miyuki Hosokawa, George K. Georgiou, Hisao Maekawa & Rauno Parrila. (2017) The Role of Morphological Awareness in Word Reading Skills in Japanese: A Within-Language Cross-Orthographic Perspective. Scientific Studies of Reading 21:6, pages 449-462.
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Claudia Finkbeiner & Jennifer Schluer. (2017) Developing prospective teachers’ diagnostic skills through collaborative video analysis: focus on L2 reading. Language Awareness 26:4, pages 282-303.
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Dustin Kai-Yan Lau, Yuan Liang & Man Tak Leung. (2017) Relations between awareness of morphosyntactic structures in Chinese compound words and reading abilities: A short report. Clinical Linguistics & Phonetics 31:7-9, pages 631-641.
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Duo Liu, Hong Li & Kwok Shing Richard Wong. (2017) The Anatomy of the Role of Morphological Awareness in Chinese Character Learning: The Mediation of Vocabulary and Semantic Radical Knowledge and the Moderation of Morpheme Family Size. Scientific Studies of Reading 21:3, pages 210-224.
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Smail Layes, Robert Lalonde & Mohamed Rebaï. (2017) Study on Morphological Awareness and Rapid Automatized Naming Through Word Reading and Comprehension in Normal and Disabled Reading Arabic-Speaking Children. Reading & Writing Quarterly 33:2, pages 123-140.
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Li-Jen Kuo, Gloria Ramirez, Sharon de Marin, Tae-Jin Kim & Melike Unal-Gezer. (2017) Bilingualism and morphological awareness: a study with children from general education and Spanish-English dual language programs. Educational Psychology 37:2, pages 94-111.
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Amanda P. Goodwin & Sun-Joo Cho. (2016) Unraveling Vocabulary Learning: Reader and Item-Level Predictors of Vocabulary Learning Within Comprehension Instruction for Fifth and Sixth Graders. Scientific Studies of Reading 20:6, pages 490-514.
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Michael J. Kieffer, Yaacov Petscher, C. Patrick Proctor & Rebecca D. Silverman. (2016) Is the Whole Greater Than the Sum of Its Parts? Modeling the Contributions of Language Comprehension Skills to Reading Comprehension in the Upper Elementary Grades. Scientific Studies of Reading 20:6, pages 436-454.
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Dongbo Zhang. (2016) Morphology in Malay–English biliteracy acquisition: an intervention study. International Journal of Bilingual Education and Bilingualism 19:5, pages 546-562.
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Chen-Huei Liao, Bor-Chen Kuo, Exkarach Deenang & Magdalena Mo Ching Mok. (2016) Exploratory and confirmatory factor analyses in reading-related cognitive component among grade four students in Thailand. Educational Psychology 36:6, pages 1102-1114.
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Rachel Schiff, Miki Cohen, Elisheva Ben-Artzi, Ayelet Sasson & Dorit Ravid. (2016) Auditory Morphological Knowledge Among Children With Developmental Dyslexia. Scientific Studies of Reading 20:2, pages 140-154.
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Dustin Kai-Yan Lau, Man-Tak Leung, Yuan Liang & Jason Chor Ming Lo. (2015) Predicting the naming of regular-, irregular- and non-phonetic compounds in Chinese. Clinical Linguistics & Phonetics 29:8-10, pages 776-792.
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Sihui Ke & Feng Xiao. (2015) Cross-linguistic transfer of morphological awareness between Chinese and English. Language Awareness 24:4, pages 355-380.
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Tae Jin Kim, Li-Jen Kuo, Gloria Ramírez, Shuang Wu, Yu-Min Ku, Sharon de Marin, Alexis Ball & Zohreh Eslami. (2015) The relationship between bilingual experience and the development of morphological and morpho-syntactic awareness: a cross-linguistic study of classroom discourse. Language Awareness 24:4, pages 332-354.
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Kathleen Hipfner-Boucher, Katie Lam, Xi Chen & S. Hélène Deacon. (2015) Exploring the effects of word features on French immersion children's ability to deconstruct morphologically complex words. Writing Systems Research 7:2, pages 157-168.
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Lesly Wade-Woolley & Lindsay Heggie. (2015) Implicit Knowledge of Word Stress and Derivational Morphology Guides Skilled Readers’ Decoding of Multisyllabic Words. Scientific Studies of Reading 19:1, pages 21-30.
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S. Hélène Deacon, Michael J. Kieffer & Annie Laroche. (2014) The Relation Between Morphological Awareness and Reading Comprehension: Evidence From Mediation and Longitudinal Models. Scientific Studies of Reading 18:6, pages 432-451.
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Carmen Muñoz. (2014) Exploring young learners’ foreign language learning awareness. Language Awareness 23:1-2, pages 24-40.
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Pooja R. Nakamura, Keiko Koda & R. Malatesha Joshi. (2014) Biliteracy acquisition in Kannada and English: A developmental study. Writing Systems Research 6:1, pages 132-147.
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Fanny Reder, Daniel Daigle & Elisabeth Demont. (2013) Metalinguistic development in French learners enrolled in an immersion programme: A longitudinal study. European Journal of Developmental Psychology 10:4, pages 476-494.
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Amanda
P. Goodwin & Soyeon Ahn. (2013) A Meta-Analysis of Morphological Interventions in English: Effects on Literacy Outcomes for School-Age Children. Scientific Studies of Reading 17:4, pages 257-285.
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Rachel Schiff, Michal Raveh & Avital Fighel. (2012) The Development of the Hebrew Mental Lexicon: When Morphological Representations Become Devoid of Their Meaning. Scientific Studies of Reading 16:5, pages 383-403.
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Nausica Marcos Miguel. (2012) Grapho-morphological awareness in Spanish L2 reading: how do learners use this metalinguistic skill?. Language Awareness 21:1-2, pages 197-213.
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Jeung-Ryeul Cho, Ming
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Dustin Kai-Yan Lau, Man-Tak Leung, Him Cheung, Ming Lui & Ana Wai Tse. (2011) The Development of Morphemic Processing in Reading Chinese Compound Words. Asia Pacific Journal of Speech, Language and Hearing 14:1, pages 13-22.
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Young-Suk Kim. (2011) Proximal and Distal Predictors of Reading Comprehension: Evidence from Young Korean Readers. Scientific Studies of Reading 15:2, pages 167-190.
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Vedran Dronjic. (2011) Mandarin Chinese compounds, their representation, and processing in the visual modality. Writing Systems Research 3:1, pages 5-21.
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Li-Jen Kuo & RichardC. Anderson. (2010) Beyond Cross-Language Transfer: Reconceptualizing the Impact of Early Bilingualism on Phonological Awareness. Scientific Studies of Reading 14:4, pages 365-385.
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Xiaoying Wu, RichardC. Anderson, Wenling Li, Xinchun Wu, Hong Li, Jie Zhang, Qiu Zheng, Jin Zhu, Hua Shu, Wei Jiang, Xi Chen, Qiuying Wang, Li Yin, Yeqin He, Jerome Packard & JanetS. Gaffney. (2009) Morphological Awareness and Chinese Children's Literacy Development: An Intervention Study. Scientific Studies of Reading 13:1, pages 26-52.
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Joseph Millett, Kim Atwill, Jay Blanchard & Joanna Gorin. (2008) The Validity of Receptive and Expressive Vocabulary Measures with Spanish-Speaking Kindergarteners Learning English. Reading Psychology 29:6, pages 534-551.
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