Effects of morphological instruction on vocabulary acquisition
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Morphological awareness has long been known to influence reading comprehension outcomes.
“Morphological awareness has long been known to influence reading comprehension outcomes, and has received interest as a potential target for literacy interventions (Bowers & Kirby, 2010;Goodwin & Ahn, 2013).”
From Use of morphological and contextual cues in children’s lexical inferencing in L1 and L2 (2021) · cites this paper as Bowers & Kirby, 2010
Cites
Vocabulary: Questions from the classroom
BLACHOWICZ, C. L. Z., FISHER, P. J. L., OGLE, D., & WATTS‐TAFFE, S. (2006) · Reading Research Quarterly · doi:10.1598/rrq.41.4.5 · Cited by 261 · see citing works
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The Effects of Vocabulary Breadth and Depth on English Reading
Li, M., & Kirby, J. R. (2014) · Applied Linguistics · doi:10.1093/applin/amu007 · Cited by 172 · see citing works
Self-citationThe effects of biliteracy instruction on morphological awareness
Lyster, R., Quiroga, J., & Ballinger, S. (2013) · Journal of Immersion and Content-Based Language Education · doi:10.1075/jicb.1.2.02lys · Cited by 100 · see citing works
McCutchen, D., & Logan, B. (2011) · Reading Research Quarterly · doi:10.1002/rrq.003 · Cited by 76 · see citing works
Crosson, A. C., McKeown, M. G., Moore, D. W., & Ye, F. (2019) · Reading and Writing · doi:10.1007/s11145-018-9885-y · Cited by 54 · see citing works
Use of morphological and contextual cues in children’s lexical inferencing in L1 and L2
Raudszus, H., Segers, E., & Verhoeven, L. (2021) · Reading and Writing · doi:10.1007/s11145-021-10122-z · Cited by 15 · see citing works
Khan, A. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-024-03610-4 · Cited by 3 · see citing works
Wahid, R., & Farooq, O. (2019) · Arab World English Journal · doi:10.24093/awej/vol10no1.21 · Cited by 2
- Authors
- Bowers, P. N., & Kirby, J. R.
- Affiliations
- Queen's University (CA)
- Corresponding author
- Bowers, Peter N.
- ORCID
- Kirby, John R.
- Venue
- Reading and Writing
- Published
- 2009-04-02
- Volume
- 23
- Issue
- 5
- Pages
- 515-537
- ISSN
- 0922-4777 (ISSN-L)
- 1573-0905
- OpenAlex
- W2158875680
- Cited by
- 261
- References
- 1
- Citations by year
- 2026: 13 · 2025: 15 · 2024: 20 · 2023: 21 · 2022: 22 · 2021: 18 · 2020: 24 · 2019: 24 · 2018: 18 · 2017: 15 · 2016: 19 · 2015: 13 · 2014: 7 · 2013: 11 · 2012: 13
- FWCI
- 11.71
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Reading and Writing (publishedVersion)
- 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
- morphological instruction, vocabulary acquisition, derivational morphology, morphological analysis, base words, novel words, vocabulary knowledge, elementary school students, word learning
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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.
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