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Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge.
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Abstract:
We report results from two studies on the underlying dimensions of morphological awareness and vocabulary knowledge in elementary-aged children. In Study 1, 99 fourth-grade students were given multiple measures of morphological awareness and vocabulary. A single factor accounted for individual differences in all morphology and vocabulary assessments. Study 2 extended these results by giving 90 eighth-grade students expanded measures of vocabulary and morphology that assessed (a) definitional knowledge, (b) usage, (c) relational knowledge, and (d) knowledge of morphological variants, with each potential aspect of knowledge assessed using an identical set of 23 words to control for differential knowledge of specific vocabulary items. Results indicated that a single-factor model that encompassed morphological and vocabulary knowledge provided the best fit to the data. Finally, explanatory item response modeling was used to investigate sources of variance in the vocabulary and morphological awareness tasks we administered. Implications for assessment and instruction are discussed. ; Item response modeling, Morphological awareness, Structural equation modeling, Vocabulary knowledge ; P50 HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4530804.
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URL: https://doi.org/10.1007/s11145-015-9557-0 http://purl.flvc.org/fsu/fd/FSU_pmch_26273128 http://diginole.lib.fsu.edu/islandora/object/fsu%3A600760/datastream/TN/view/Examining%20the%20Underlying%20Dimensions%20of%20Morphological%20Awareness%20and%20Vocabulary%20Knowledge.jpg
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Reconsidering the simple view of reading in an intriguing case of equivalent models: commentary on Tunmer and Chapman (2012).
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Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students.
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Uniqueness and Overlap: Characteristics and Longitudinal Correlates of Native Chinese Children's Writing in English as a Foreign Language.
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Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic.
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Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance.
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Rapid serial naming and reading ability: the role of lexical access.
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Developmental relations between reading fluency and reading comprehension: a longitudinal study from Grade 1 to Grade 2.
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Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
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Learning letter names and sounds: effects of instruction, letter type, and phonological processing skill.
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Developing Early Literacy Skills: A Meta-Analysis of Alphabet Learning and Instruction.
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Fostering Alphabet Knowledge Development: A Comparison of Two Instructional Approaches.
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Writing Quality in Chinese Children: Speed and Fluency Matter.
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