Morphological awareness and vocabulary acquisition: A longitudinal examination of their relationship in English-speaking children

Although a relationship between morphological awareness and vocabulary has been widely observed, questions remain about the direction of that relationship. This longitudinal study explores the temporal relationship between morphological awareness and vocabulary among monolingual English-speaking chi...

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Bibliographic Details
Published in:Applied psycholinguistics 2015-03, Vol.36 (2), p.299-321
Main Authors: SPARKS, ERIN, DEACON, S. HÉLÈNE
Format: Article
Language:English
Subjects:
Children
Elementary education
English language
Grade 1
Grade 2
Grade 4
Language acquisition
Linguistics
Longitudinal studies
Morphological analysis
Morphological change
Morphological processing
Morphology
Phonological awareness
Reasoning
Vocabulary development
Vocabulary learning
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Summary:Although a relationship between morphological awareness and vocabulary has been widely observed, questions remain about the direction of that relationship. This longitudinal study explores the temporal relationship between morphological awareness and vocabulary among monolingual English-speaking children. Participants were 100 children tested in Grades 2 and 3. We evaluated morphological awareness and vocabulary in both grades, along with phonological awareness, word reading, pseudoword reading, and nonverbal reasoning. Cross-lagged regression analyses with autoregressive controls assessed the temporal relationship between morphological awareness and vocabulary; morphological awareness at Grade 2 predicted change in vocabulary between Grades 2 and 3, but vocabulary did not predict change in morphological awareness. The results add to our understanding of the relationship between these two developing skills.
ISSN:0142-7164
1469-1817
DOI:10.1017/S0142716413000246