CoChat
Sign Up
Cited by 326Reading and Literacy DevelopmentSecond Language Acquisition and LearningEFL/ESL Teaching and Learning

The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners

Kieffer, Michael J., Lesaux, Nonie K.·2008·Reading and Writing
DOI 10.1007/s11145-007-9092-8
Open this paper in CoChat — free account

Integrity signals

Registry

Crossref · 10.1007/s11145-007-9092-8

Cites

1 of 1 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Linguistic components of L1, such as phonological awareness, morphological awareness, orthographic knowledge, syntactic awareness, vocabulary, and meta-cognitive knowledge, all contribute to reading comprehension development in a second language.

    “Numerous research study findings indicate that linguistic components of L1, such as phonological awareness, morphological awareness, orthographic knowledge, syntactic awareness, vocabulary and meta-cognitive knowledge, all contribute to reading comprehension development in a second language (Lefranc & Armand, 2003;Kahn-Horwitz et al., 2005;Kieffer & Lesaux, 2008;Nassaji & Geva, 1999;Proctor et al.”

    From Cognitive Retroactive Transfer (CRT) of Language Skills among Trilingual Arabic-Hebrew and English Learners (2014) · cites this paper as Kieffer & Lesaux, 2008

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Authors
Kieffer, M. J., & Lesaux, N. K.
Affiliations
Harvard University (US)
Corresponding author
Kieffer, Michael J.
ORCID
Venue
Reading and Writing
Publisher
Springer Science and Business Media LLC
Published
2007-09-12
Volume
21
Issue
8
Pages
783-804
ISSN
  • 0922-4777 (ISSN-L)
  • 1573-0905
DOI
10.1007/s11145-007-9092-8
OpenAlex
W2031496499
Cited by
326
References
1
Citations by year
2026: 12 · 2025: 19 · 2024: 14 · 2023: 16 · 2022: 17 · 2021: 25 · 2020: 16 · 2019: 19 · 2018: 12 · 2017: 30 · 2016: 29 · 2015: 20 · 2014: 20 · 2013: 21 · 2012: 21
FWCI
7.40
Type
journal article
Language
en
Open access
closed
Licence
www.springer.com/tdm (tdm)
Locations
Reading and Writing (publishedVersion)
Funders
  • American Educational Research Association
  • National Institutes of Health
  • Harvard Graduate School of Education
  • National Institute of Child Health and Human Development
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 › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Keywords
derivational morphology, morphological awareness, reading comprehension, second language reading, word decomposition, phonological awareness, vocabulary breadth, elementary school students

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review