Inside Incidental Word Learning: Children's Strategic Use of Morphological Information to Infer Word Meanings

McCutchen, Deborah; Logan, Becky

doi:10.1002/rrq.003

Cited by 76Reading and Literacy DevelopmentSecond Language Acquisition and LearningLanguage Development and Disorders

Inside Incidental Word Learning: Children's Strategic Use of Morphological Information to Infer Word Meanings

McCutchen, Deborah, Logan, Becky·2011·Reading Research Quarterly

DOI 10.1002/rrq.003

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Abstract

This study examined whether morphological analysis may be a mechanism underlying the relationship of morphological awareness to vocabulary and comprehension. Eighty‐eight fifth‐ and 74 eighth‐grade students completed a task designed to assess whether students use morphological analysis to infer meanings of low‐frequency, presumably unfamiliar, words. Students chose a definition from among three alternatives for low‐frequency, morphologically accessible words or approximate synonyms that were less morphologically accessible, both within the same sentence context. In addition, they chose definitions for 18 nonsense words that were also designed to afford differential access via morphological analysis. Students were more accurate with morphologically accessible items (words and nonwords) than less accessible items, suggesting that students can use morphological analysis to infer word meanings. Regression analyses indicated that skill in morphological analysis accounted for unique variance in vocabulary and comprehension for both age groups. These results have implications for theoretical accounts of how morphological awareness may support students’ vocabulary growth and comprehension.

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Morphological and contextual inferencing have both been found to be related to decoding, vocabulary, and reading comprehension skills.
“Morphological and contextual inferencing have largely been investigated separately in the literature on reading development, and both have been found to be related to decoding, vocabulary, and reading comprehension skills (e.g., Cain, Oakhill, & Elbro, 2003;McCutchen & Logan, 2011;Zhang & Shulley, 2017).”
From Use of morphological and contextual cues in children’s lexical inferencing in L1 and L2 (2021) · cites this paper as McCutchen & Logan, 2011
Children with good reading comprehension skills were better at morphological inferencing than children with poorer reading comprehension.
“Our results also show that children with good reading comprehension skills were better at morphological inferencing than children with poorer reading comprehension, in line with earlier research (McCutchen & Logan, 2011;Zhang & Shulley, 2017).”
From Use of morphological and contextual cues in children’s lexical inferencing in L1 and L2 (2021) · cites this paper as McCutchen & Logan, 2011
Young readers can use context and morphology in their word meaning inferences.
“Our research confirms findings from the literature that young readers can use context and morphology in their word meaning inferences (e.g., Cain et al., 2003;Joseph & Nation, 2018;McCutchen & Logan, 2011;Ricketts et al., 2011;Zhang & Shulley, 2017)”
From Use of morphological and contextual cues in children’s lexical inferencing in L1 and L2 (2021) · cites this paper as McCutchen & Logan, 2011

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Authors: McCutchen, D., & Logan, B.
Affiliations: University of Washington (US)
University of Washington Seattle USA
ORCID: McCutchen, Deborah
Venue: Reading Research Quarterly
Publisher: Wiley
Published: 2011-10
Volume: 46
Issue: 4
Pages: 334-349
ISSN: 0034-0553 (ISSN-L)
1936-2722
DOI: 10.1002/rrq.003
OpenAlex: W1540975650
Cited by: 76
References: 50
Citations by year: 2026: 3 · 2025: 3 · 2024: 7 · 2023: 5 · 2022: 12 · 2021: 3 · 2020: 9 · 2019: 7 · 2018: 8 · 2017: 4 · 2016: 4 · 2015: 3 · 2014: 5 · 2013: 3
FWCI: 5.23
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor, 24 d)
Locations: Reading Research Quarterly (publishedVersion)
Funders: Institute of Education Sciences
U.S. Department of Education (R305H060073)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
Keywords: incidental vocabulary learning, morphological awareness, morphological analysis, word meaning inference, vocabulary development, reading comprehension, low-frequency words, pseudowords, synonyms, junior high school students

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Inside Incidental Word Learning: Children's Strategic Use of Morphological Information to Infer Word Meanings

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