The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Crossover: The role of morphological awareness in French immersion children's reading.
Abstract
Achieving biliteracy is a remarkable accomplishment, and it is important to understand the range of factors that permit its successful realization. The authors investigated a factor known to affect reading in monolingual children that has received little attention in the second-language literature: morphological awareness. The researchers tracked the relationships between performance on past tense analogy tasks (the measure of morphological awareness) and reading of English and French in a group of 58 French immersion children across Grades 1-3. Early measures of English morphological awareness were significantly related to both English and French reading, after controlling for several variables. In contrast, early measures of French morphological awareness were significantly related to French reading only. Later measures of morphological awareness in French were significantly related to English and French reading. These relationships persisted even after controlling for several variables. Results of this study suggest that morphological awareness can be applied to reading across orthographies and that this relationship changes as children build their language and literacy skills. These findings are discussed in light of current theories of second-language reading acquisition.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic.
Abu-Rabia, S., Share, D., & Mansour, M. S. (2003) · Reading and Writing · doi:10.1023/a:1024237415143 · Cited by 208
Cited by
Cross-language transfer of morphological awareness in Chinese-English bilinguals.
Pasquarella, A., Chen, X., Lam, K., Luo, Y. C., & Ramirez, G. (2011) · Journal of Research in Reading · doi:10.1111/j.1467-9817.2010.01484.x · Cited by 265
Ramirez, G., Chen, X., Geva, E., & Kiefer, H. (2010) · Reading and Writing · doi:10.1007/s11145-009-9203-9 · Cited by 249
Chung, S. C., Chen, X., & Geva, E. (2019) · Journal of Neurolinguistics · doi:10.1016/j.jneuroling.2018.01.003 · Cited by 203
KIEFFER, M. J., & LESAUX, N. K. (2012) · Applied Psycholinguistics · doi:10.1017/s0142716411000099 · Cited by 157
KIEFFER, M. J., BIANCAROSA, G., & MANCILLA-MARTINEZ, J. (2013) · Applied Psycholinguistics · doi:10.1017/s0142716411000920 · Cited by 105
Deacon, S. H., Wade‐Woolley, L., & Kirby, J. R. (2009) · Journal of Research in Reading · doi:10.1111/j.1467-9817.2009.01392.x · Cited by 100
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
Gottardo, A., Chen, X., & Huo, M. R. Y. (2021) · Reading Research Quarterly · doi:10.1002/rrq.410 · Cited by 50
Cross-linguistic transfer of morphological awareness between Chinese and English
Ke, S., & Xiao, F. (2015) · Language Awareness · doi:10.1080/09658416.2015.1114624 · Cited by 41
Morphological awareness in biliteracy acquisition: A study of young Chinese EFL readers
Zhang, D., Koda, K., & Sun, X. (2014) · International Journal of Bilingualism · doi:10.1177/1367006912450953 · Cited by 33
Tong, X., McBride, C., Ho, C. S.-H., Waye, M. M. Y., Chung, K. K. H., Wong, S. W. L., & Chow, B. W. Y. (2018) · Reading and Writing · doi:10.1007/s11145-017-9771-z · Cited by 29
Enhancing L2 Students’ Listening Transcription Ability Through a Focus on Morphological Awareness
Karimi, M. N. (2013) · Journal of Psycholinguistic Research · doi:10.1007/s10936-012-9227-1 · Cited by 22
Do word-level skills show cross-linguistic transfer and predict bilingual reading?
Xie, Q., & Yeung, S. S.-S. (2026) · Reading and Writing · doi:10.1007/s11145-026-10767-8
Metadata
- Authors
- Deacon, S. H., Wade-Woolley, L., & Kirby, J.
- Venue
- Developmental Psychology
- Published
- 2007-05
- Volume
- 43
- Issue
- 3
- Pages
- 732-746
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- OpenAlex
- W1985769748
- Cited by
- 249
- References
- 1
- FWCI
- 12.18
- Type
- journal article
- Language
- en
- Open access
- closed
- Funders
- Social Sciences and Humanities Research Council of Canada (410-00-0519)
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
Data sources
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.
