Cultivating morphological awareness improves reading skills in fifth-grade Hebrew readers

References

• Al-Yagon, M., & Margalit, M. (2016). Specific learning disabilities: the Israeli perspective. Learning Disabilities–A Contemporary Journal, 14(1), 39–51.
   Google Scholar
• Apel, K., & Diehm, E. (2014). Morphological awareness intervention with kindergarteners and first and second grade students from low SES homes: A small efficacy study. Journal of Learning Disabilities, 47(1), 65–75.
   PubMed Web of Science ®Google Scholar
• Arnbak, E., & Elbro, C. (2000). The effects of morphological awareness training on the reading and spelling skills of young dyslexics. Scandinavian Journal of Educational Research, 44(3), 229–251.
   Google Scholar
• Bar-Kochva, I. (2013). What are the underlying skills of silent reading acquisition? A developmental study from kindergarten to the 2nd grade. Reading and Writing, 26(9), 1417–1436.
   Web of Science ®Google Scholar
• Ben-Dror, I., Bentin, S., & Frost, R. (1995). Semantic, phonologic and morphologic skills in reading disabled and normal children: Evidence from perception and production of spoken Hebrew. Reading Research Quarterly, 30(4), 876–893.
   Web of Science ®Google Scholar
• Berman, R. A. (2002). Children’s lexical innovations: Developmental perspectives on Hebrew verb structure. In J. Shimron (Ed.), Language processing and acquisition in languages of Semitic, root-based morphology (pp. 243–291). Amsterdam, The Netherlands: Benjamins.
   Google Scholar
• Berninger, V. W., Nagy, W. E., Carlisle, J., Thomson, J., Hoffer, D., Abbott, S., & Aylward, E. (2003). Effective treatment for children with dyslexia in grades 4–6: Behavioral and brain evidence. In B. R. Foorman (Ed.), Preventing and remediating reading difficulties: Bringing science to scale (pp. 381–417). Parkton, MD: York Press.
   Google Scholar
• 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.
   Web of Science ®Google Scholar
• Brown, S. H., Lignugaris, B., & Forbush, D. E. (2016). The effects of morphemic vocabulary instruction on prefix vocabulary and sentence comprehension for middle school students with learning disabilities. Education and Treatment of Children, 39(3), 301–337.
   Web of Science ®Google Scholar
• 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.
   Google Scholar
• Carlisle, J. F. (2003). Morphology matters in learning to read: A commentary. Reading Psychology, 24(3–4), 291–322.
   Google Scholar
• Carlisle, J. F. (2007). Fostering morphological processing, vocabulary development and reading comprehension. In R. Wagner, A. Muse, & K. Tannenbaum (Eds.), Vocabulary acquisition (pp. 78–104). New York: Guilford Press.
   Google Scholar
• Carlisle, J. F., McBride-Chang, C., Nagy, W., & Nunes, T. (2010). Effects of instruction in morphological awareness on literacy achievement: An integrative review. Reading Research Quarterly, 45(4), 464–487.
   Web of Science ®Google Scholar
• Carlisle, J. F., & Stone, C. (2005). Exploring the role of morphemes in word reading. Reading Research Quarterly, 40(4), 428–449.
   Web of Science ®Google Scholar
• Cohen, A., Schiff, R., & Gillis-Carlebach, M. (1996). Hashva’at ha’osher morfologi, hataxbiri v’hanarativi bein yeladim hamitkahim b’kriah l’vein yeladim yodei-k’ro. [A comparison of morphologic, syntactic, and narrative richness between children with reading difficulties and good readers.]. Megamot, 57(3), 273–291.
   Google Scholar
• Deacon, S. H., Benere, J., & Pasquarella, A. (2013). Reciprocal relationship: Children's morphological awareness and their reading accuracy across grades 2 to 3. Developmental Psychology, 49(6), 1113–1126.
   PubMed Web of Science ®Google Scholar
• 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. ‏
   Web of Science ®Google Scholar
• Frost, R. (2011). Looking across orthographies. In P. McCardle, J. R. Lee, O. J. L. Tzeng, & B. Miller (Eds.), Dyslexia across languages: Orthography and the brain-gene- behavior link. Baltimore, MD: Brooks Publishing.
   Google Scholar
• 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(2), 183–208. ‏
   PubMed Web of Science ®Google Scholar
• 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(4), 257–285. ‏
   Web of Science ®Google Scholar
• Horowitz-Kraus, T., Cicchino, N., Amiel, M., Holland, S. K., & Breznitz, Z. (2014). Reading improvement in English- and Hebrew-speaking children with reading difficulties after reading acceleration training. Annals of Dyslexia, 64(3), 183–201. ‏
   PubMed Web of Science ®Google Scholar
• Katz, L. A., & Carlisle, J. F. (2009). Teaching students with reading difficulties to be close readers: A feasibility study. Language Speech and Hearing Services in Schools, 40(3), 325–340. ‏
   PubMed Web of Science ®Google Scholar
• Kieffer, M. J. (2014). Morphological awareness and reading difficulties in adolescent Spanish-speaking language minority learners and their classmates. Journal of Learning Disabilities, 47(1), 44–53.
   PubMed Web of Science ®Google Scholar
• Kirby, J. R., Deacon, S. H., Bowers, P. N., Izenberg, L., Wade-Woolley, L., & Parrila, R. (2012). Children’s morphological awareness and reading ability. Reading and Writing, 25(2), 389–410. ‏
   Web of Science ®Google Scholar
• Kirk, C., & Gillon, T. G. (2009). Integrated morphological awareness intervention as a tool for improving literacy. Language Speech and Hearing Services in Schools, 40(3), 341–351.
   PubMed Web of Science ®Google Scholar
• Kuo, L., & Anderson, R. C. (2006). Morphological awareness and learning to read: A cross-language perspective. Educational Psychologist, 41(3), 161–180.
   Web of Science ®Google Scholar
• Levin, I., Ravid, D., & Rapaport, S. (2001). Morphology and spelling among Hebrew-speaking children: From kindergarten to first grade. Journal of Child Language, 28, 741–772.
   PubMed Web of Science ®Google Scholar
• Lyster, S. A. H., Lervåg, A. O., & Hulme, C. (2016). Preschool morphological training produces long-term improvements in reading comprehension. Reading and Writing, 29(6), 1269–1288. ‏
   PubMed Web of Science ®Google Scholar
• Manolitsis, G. (2017). How effective is morphological awareness instruction on early literacy skills? In Literacy in the early years (pp. 151–174). Springer: Singapore.‏
   Google Scholar
• McCutchen, D., Stull, S., Herrera, B. L., Lotas, S., & Evans, S. (2014). Putting words to work effects of morphological instruction on children’s writing. Journal of Learning Disabilities, 47(1), 86–97. ‏
   Google Scholar
• Nagy, W. E. (2007). Metalinguistic awareness and the vocabulary-comprehension connection. In R.K. Wagner, A.E. Muse, & K.R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 52–77). New York: Guilford Press.
   Google Scholar
• Nagy, W. E., Carlisle, J. F., & Goodwin, A. P. (2014). Morphological knowledge and literacy acquisition. Journal of Learning Disabilities, 47(1), 3–12. ‏
   PubMed Web of Science ®Google Scholar
• Nevo, E., Brande, S., & Shaul, S. (2015). The effects of two different reading acceleration training programs on improving reading skills of second graders. Reading Psychology, 37(4), 533–546.
   Web of Science ®Google Scholar
• Nunes, T., Bryant, P., & Olsson, J. (2003). Learning morphological and phonological spelling rules: An intervention study. Scientific Studies of Reading, 7(3), 289–307. ‏
   Web of Science ®Google Scholar
• Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357–383. ‏
   Web of Science ®Google Scholar
• Ravid, D. (2001). Learning to spell in Hebrew: Phonological and morphological factors. Reading and Writing: An Interdisciplinary Journal, 14, 459–485.
   Google Scholar
• Ravid, D. (2002). A developmental perspective on root perception in Hebrew and Palestinian Arabic. In J. Shimron (Ed.), Language processing and acquisition in languages of Semitic, root-based morphology (pp. 293–319). Amsterdam, The Netherlands: Benjamins.
   Google Scholar
• Ravid, D. (2005). Hebrew orthography and literacy. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 339–363).‏Mahwah, NJ: Erlbaum.
   Google Scholar
• Ravid, D. (2006). Word-level morphology: A psycholinguistic perspective on linear formation in Hebrew nominals. Morphology, 16(1), 127–148.
   Google Scholar
• Ravid, D., & Bar-On, A. (2001). The Semitic root in language acquisition. Paper presented at GALA, 2001 Proceedings. University of Lisbon, Cidade Universitaria – Faculdade de Letras, Lisbon, Portugal.
   Google Scholar
• Ravid, D., & Geiger, V. (2009). Promoting morphological awareness in Hebrew-speaking grade-schoolers: An intervention study using linguistic humor. First Language, 29(1), 81–112. ‏
   Google Scholar
• Ravid, D., & Malenky, A. (2001). Awareness of linear and non-linearmorphology in Hebrew: A development study. First Language, 21, 25–26.
   Google Scholar
• Ravid, D., & Mashraki, Y. E. (2007). Prosodic reading, reading comprehension and morphological skills in Hebrew-speaking fourth graders. Journal of Research in Reading, 30(2), 140–156.
   Web of Science ®Google Scholar
• Ravid, D., & Schiff, R. (2006). Roots and patterns in Hebrew language development: Evidence from written morphology analogies. Reading and Writing, 19(8), 789–818.
   Web of Science ®Google Scholar
• Rispens, J. E., McBride-Chang, C., & Reitsma, P. (2008). Morphological awareness and early and advanced word recognition and spelling in Dutch. Reading and Writing, 21(6), 587–607.
   Web of Science ®Google Scholar
• Roman, A. A., Kirby, J. R., Parrila, R. K., Wade-Woolley, L., & Deacon, S. H. (2009). Toward a comprehensive view of the skills involved in word reading in grades 4, 6, and 8. Journal of Experimental Child Psychology, 102(1), 96–113. ‏
   PubMed Web of Science ®Google Scholar
• Schiff, R., & Raveh, M. (2011). Ma’afianei ha’ibud hamorfologi b’mahalx zihui hamila b’kerev kor’im im disleksia hitpatxutit [Characteristics of morphological processing during word identification in readers with developmental dyslexia]. In D. Adam & E. Korat (Eds.), Orianut v’safa – yaxasei gomlin, dulashoniut v’k’sha’im [Literacy and language – Reciprocity, bilingualism, and difficulties] (pp. 399–413). Jerusalem, Israel: Magnes.
   Google Scholar
• Schiff, R., & Ravid, D. (2007). Morphological analogies in Hebrew-speaking university students with dyslexia compared with typically developing gradeschoolers. Journal of Psycholinguistic Research, 36(3), 237–253.
   PubMed Web of Science ®Google Scholar
• Schiff, R., Schwartz-Nahshon, S., & Nagar, R. (2011). Effect of phonological and morphological awareness on reading comprehension in Hebrew-speaking adolescents with reading disabilities. Annals of Dyslexia, 61(1), 44–63. ‏
   PubMed Web of Science ®Google Scholar
• Shany, M., Geva, E., & Melech-Feder, L. (2010). Emergent literacy in children of immigrants coming from a primarily oral literacy culture. Written Language & Literacy, 13(1), 24–60. ‏
   Google Scholar
• Shany, M., Lachman, D., Shalem, Z., Bahat, A., & Zeiger, T. (2003). Ma’akav: Current mapping of reading and writing based on Israeli norms. Tel Aviv: Yesod. (Hebrew).‏
   Google Scholar
• Shany, M., Lachman, D., Shalem, Z., Bahat, A., & Zeiger, T. (2006). Alef-Taf, Evaluation system for the diagnosis of disability in the reading and writing process according to national norms. Holon: Yesod Publishing.‏ (Hebrew).‏
   Google Scholar
• Shatil, E., Nevo, B., & Breznitz, Z. (2007). Elul test. A standardized diagnostic test for learning disabilities. Haifa, Israel: Haifa University Publication.
   Google Scholar
• Shimron, J. (2006). Reading Hebrew: The language and the psychology of reading it. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Taft, M. (2003). Morphological representation as a correlation between form and meaning. In E. Assink & D. Sandra (Eds.), Reading complex words (pp. 113–137). Amsterdam, The Netherlands: Kluwer.
   Google Scholar
• Taft, M., & Ardasinski, S. (2006). Obligatory decomposition in reading prefixed verbs. The Mental Lexicon, 1(2), 183–199.
   Google Scholar
• Taha, H., & Saiegh-Haddad, E. (2016). The role of phonological versus morphological skills in the development of Arabic spelling: An intervention study. Journal of Psycholinguistic Research, 45(3), 507–535. ‏
   PubMed Web of Science ®Google Scholar
• Tong, X., Deacon, S. H., Kirby, J. R., Cain, K., & Parrila, R. (2011). Morphological awareness: A key to understanding poor reading comprehension in English. Journal of Educational Psychology, 103(3), 523–534.
   Web of Science ®Google Scholar
• Vadasy, P. F., Sanders, E. A., & Peyton, J. A. (2006). Paraeducator-supplemented instruction in structural analysis with text reading practice for second and third graders at risk for reading problems. Remedial and Special Education, 27(6), 365–378. ‏
   Web of Science ®Google Scholar
• Vaknin-Nusbaum, V., & Shimron, J. (2011). Hebrew plural inflection: Linear processing in a Semitic language. The Mental Lexicon, 6(2), 197–244.
   Google Scholar
• Vaknin-Nusbaum, V., Sarid, M., Raveh, M., & Nevo, E. (2016). The contribution of morphological awareness to reading comprehension in early stages of reading. Reading and Writing, 29(9), 1915–1934.
   Web of Science ®Google Scholar
• Vaknin-Nusbaum, V., Sarid, M., & Shimron, J. (2016). Morphological awareness and reading in second and fifth grade: evidence from Hebrew. Reading and Writing, 29(2), 229–244.
   Web of Science ®Google Scholar
• Verhoeven, L., & Carlisle, J. F. (2006). Introduction to the special issue: Morphology in word identification and word spelling. Reading and Writing, 19(7), 643–650. ‏
   Web of Science ®Google Scholar
• Verhoeven, L., & Perfetti, C. (2003). Introduction to this special issue: The role of morphology in learning to read. Scientific Studies of Reading, 7(3), 209–217. ‏
   Web of Science ®Google Scholar
• Verhoeven, L., & Perfetti, C. A. (2011). Morphological processing in reading acquisition: A cross-linguistic perspective. Applied Psycholinguistics, 32(3), 457–466.
   Web of Science ®Google Scholar
• Wolter, J. A., & Dilworth, V. (2014). The effects of a multilinguistic morphological awareness approach for improving language and literacy. Journal of Learning Disabilities, 47(1), 76–85.
   PubMed Web of Science ®Google Scholar