Evaluating English-language morphological awareness assessments.

Hudson Kam, Carla L; Sadlier-Brown, Emily; Clark, Shannon; Jang, Chelsea; Demmans Epp, Carrie; Thomson, Jenny

Hudson Kam, Carla L; Sadlier-Brown, Emily; Clark, Shannon; Jang, Chelsea; Demmans Epp, Carrie; Thomson, Jenny.

Afiliación

Sadlier-Brown E; The University of British Columbia, Canada.
Clark S; University of Alberta, Canada.
Jang C; The University of British Columbia, Canada.
Demmans Epp C; University of Alberta, Canada.
Thomson J; University of Sheffield, UK.

First Lang ; 44(4): 327-344, 2024 Aug.

Article en En | MEDLINE | ID: mdl-39100688

ABSTRACT

ABSTRACT

Many studies have shown that morphological knowledge has effects on reading comprehension separate from other aspects of language knowledge. This has implications for reading instruction and assessment it suggests that children could have reading comprehension difficulties that are due to a lack of morphological knowledge, and thus, that explicit instruction of morphology might be helpful for them, indeed for all children. To find children who might especially benefit from specific instruction in morphology, we would need good tests of morphological knowledge. We evaluated a set of morphological awareness assessments to determine whether they conclusively tapped into morphological knowledge, and found that it was not possible to be certain that they were accurately targeting morphological knowledge.

Palabras clave

Morphological awareness; assessment; methodology; morphology; reading comprehension

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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: First Lang Año: 2024 Tipo del documento: Article Pais de publicación: Reino Unido

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