The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Knowledge of derivational morphology and spelling ability in fourth, sixth, and eighth graders
Abstract
This study investigated students' knowledge of derivational morphology and the relationship between this knowledge and their ability to spell derived words. The subjects (fourth, sixth and eighth graders) were given the Wide Range Achievement Test, Spelling subtest, and experimental tests of their ability to generate base and derived forms orally, to spell the same base and derived words, and to apply suffix addition rules. The results indicate strong developmental trends in both the mastery of derivational morphology and the spelling of derived words; however, spelling performances lagged significantly behind the ability to generate the same words. Success generating and spelling derived words depended on the complexity of transformations between base and derived forms. Further, mastery of phonological and orthographic transformations most strongly distinguished the three grades in both spelling and generating derived words. Indications that the older students were using knowledge of morphemic structure in spelling derived words were found in analysis of the spelling of base and derived word pairs and the application of suffix addition rules.
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Citations
Cites
Individual differences in acquisition of derivational morphology
Freyd, P., & Baron, J. (1982) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/s0022-5371(82)90615-6 · Cited by 150
Morpheme recognition and the learning of rules for derivational morphology
Derwing, B. L. (1976) · Canadian Journal of Linguistics/Revue canadienne de linguistique · doi:10.1017/s0008413100008045 · Cited by 81
Cited by
Handbook of Research on Learning and Instruction
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CARLO, M. S., AUGUST, D., MCLAUGHLIN, B., SNOW, C. E., DRESSLER, C., LIPPMAN, D. N., LIVELY, T. J., & WHITE, C. E. (2004) · Reading Research Quarterly · doi:10.1598/rrq.39.2.3 · Cited by 747
DEACON, S. H., & KIRBY, J. R. (2004) · Applied Psycholinguistics · doi:10.1017/s0142716404001110 · Cited by 681
Morphological awareness uniquely predicts young children's Chinese character recognition.
McBride-Chang, C., Shu, H., Zhou, A., Wat, C. P., & Wagner, R. K. (2003) · Journal of Educational Psychology · doi:10.1037/0022-0663.95.4.743 · Cited by 498
Morphological awareness, phonological awareness, and reading in English-Arabic bilingual children.
Saiegh-Haddad, E., & Geva, E. (2008) · Reading and Writing · doi:10.1007/s11145-007-9074-x · Cited by 306
Metadata
- Authors
- Carlisle, J. F.
- Venue
- Applied Psycholinguistics
- Publisher
- Cambridge University Press (CUP)
- Published
- 1988-09
- Volume
- 9
- Issue
- 3
- Pages
- 247-266
- ISSN
- 0142-7164 (ISSN-L)
- 1469-1817
- OpenAlex
- W2129053390
- Cited by
- 336
- References
- 2
- FWCI
- 1.24
- Type
- journal article
- Language
- en
- Open access
- closed
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- Carlisle, J. F. (1988). Knowledge of derivational morphology and spelling ability in fourth, sixth, and eighth graders. Applied Psycholinguistics. https://doi.org/10.1017/s0142716400007839
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
