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In:Theories of Reading Development
Edited by Kate Cain, Donald L. Compton and Rauno K. Parrila
[Studies in Written Language and Literacy 15] 2017
► pp. 437–462

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Morphological instruction and literacy

Binding phonological, orthographic, and semantic features of words

 | Queen’s University
 | Queen’s University | WordWorks Literacy Centre, Wolfe Island, Ontario
Published online: 14 August 2017
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https://doi.org/10.1075/swll.15.24kir
Article outline
  • Morphological knowledge and why it should be related to literacy
    • Morphological knowledge
    • The morphophonemic nature of English
    • The binding agent theory of morphological knowledge
    • Automatic morphological processing
    • Morphological knowledge predicts literacy skills
  • Effects of morphological instruction
    • How has morphology been taught?
    • Overall effects of morphological instruction
    • When should morphological instruction be introduced?
    • For whom is morphological instruction appropriate?
    • Integration of morphological instruction with other aspects of literacy instruction
  • Designing morphological instruction: Theory and practice
    • General approach to morphological instruction
    • Tools for morphological instruction
    • Design principles and research questions for morphological instruction
  • Conclusion
  • References
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2022. Cross-script effects of cognitive-linguistic skills on Japanese Hiragana and Kanji: Evidence from a longitudinal study. Journal of Cultural Cognitive Science 6:2 ► pp. 119 ff. DOI logo
Inoue, Tomohiro, George K. Georgiou & Rauno Parrila
2023. The growth trajectories of morphological awareness and its predictors. Applied Psycholinguistics 44:5 ► pp. 699 ff. DOI logo
Levesque, Kyle C. & S. Hélène Deacon
2022. Clarifying links to literacy: How does morphological awareness support children’s word reading development?. Applied Psycholinguistics 43:4 ► pp. 921 ff. DOI logo
Li, Miao, John R. Kirby, Esther Geva, Poh Wee Koh & Huan Zhang
2022. Profiles of Poor Decoders, Poor Comprehenders, and Typically Developing Readers in Adolescents Learning English as a Second Language. Journal of Learning Disabilities 55:4 ► pp. 306 ff. DOI logo
Marks, Rebecca A., Rachel L. Eggleston, Xin Sun, Chi-Lin Yu, Kehui Zhang, Nia Nickerson, Xiao-Su Hu & Ioulia Kovelman
2022. The neurocognitive basis of morphological processing in typical and impaired readers. Annals of Dyslexia 72:2 ► pp. 361 ff. DOI logo
Savage, Robert
2022. Teaching Children to Read. In The Science of Reading, ► pp. 209 ff. DOI logo
Zhang, Haomin, Jiexin Lin, Xi Cheng, Jiefang Li & Steven Frisson
2022. The dimensionality of morphological awareness in reading comprehension among Chinese early adolescent readers. PLOS ONE 17:10 ► pp. e0276546 ff. DOI logo
Chen, Tianxu, Sihui Ke & Keiko Koda
2021. The Predictive Role of Grapho-Morphological Knowledge in Reading Comprehension for Beginning-Level L2 Chinese Learners. Frontiers in Psychology 12 DOI logo
Georgiou, George K., Robert Savage, Kristy Dunn, Peter Bowers & Rauno Parrila
2021. Examining the effects of Structured Word Inquiry on the reading and spelling skills of persistently poor Grade 3 readers. Journal of Research in Reading 44:1 ► pp. 131 ff. DOI logo
Goodwin, Amanda, Yaacov Petscher & Jamie Tock
2021. Multidimensional morphological assessment for middle school students. Journal of Research in Reading 44:1 ► pp. 70 ff. DOI logo
Ke, Sihui (Echo), Ryan T. Miller, Dongbo Zhang & Keiko Koda
2021. Crosslinguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta‐Analysis of Correlation Coefficients. Language Learning 71:1 ► pp. 8 ff. DOI logo
Kotzer, Maddie, John R. Kirby & Lindsay Heggie
2021. Morphological Awareness Predicts Reading Comprehension in Adults. Reading Psychology 42:3 ► pp. 302 ff. DOI logo
Levesque, Kyle C., Helen L. Breadmore & S. Hélène Deacon
2021. How morphology impacts reading and spelling: advancing the role of morphology in models of literacy development. Journal of Research in Reading 44:1 ► pp. 10 ff. DOI logo
Metsala, Jamie L., Erin Sparks, Margaret David, Nicole Conrad & S. Hélène Deacon
2021. What is the best way to characterise the contributions of oral language to reading comprehension: listening comprehension or individual oral language skills?. Journal of Research in Reading 44:3 ► pp. 675 ff. DOI logo
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2021. Is the Science of Reading Just the Science of Reading English?. Reading Research Quarterly 56:S1 DOI logo
Vaknin‐Nusbaum, Vered
2021. Morphological Awareness: A Tool to Promote Reading Fluency and Accuracy in Hebrew in Students with Reading Disabilities. Learning Disabilities Research & Practice 36:1 ► pp. 26 ff. DOI logo
Yan, Dave
2021. A multiple baseline design for Chinese literacy intervention in Australian classrooms. The Australian Journal of Language and Literacy 44:1 ► pp. 17 ff. DOI logo
Zhang, Haomin & Jiexin Lin
2021. Morphological knowledge in second language reading comprehension: examining mediation through vocabulary knowledge and lexical inference. Educational Psychology 41:5 ► pp. 563 ff. DOI logo
Bar-Kochva, Irit, Sebastian Peter Korinth & Marcus Hasselhorn
2020. Effects of a morpheme-based training procedure on the literacy skills of readers with a reading disability. Applied Psycholinguistics 41:5 ► pp. 1061 ff. DOI logo
Chan, Jessica S., Lesly Wade-Woolley, Lindsay Heggie & John R. Kirby
2020. Understanding prosody and morphology in school-age children’s reading. Reading and Writing 33:5 ► pp. 1295 ff. DOI logo
Meaux, Ashley Bourque, Julie A. Wolter & Ginger G. Collins
2020. Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. Language, Speech, and Hearing Services in Schools 51:3 ► pp. 509 ff. DOI logo
Murphy, Kimberly A. & Emily A. Diehm
2020. Collecting Words: A Clinical Example of a Morphology-Focused Orthographic Intervention. Language, Speech, and Hearing Services in Schools 51:3 ► pp. 544 ff. DOI logo
Park, Yujeong, Mary T. Brownell, Deborah K. Reed, Sana Tibi & Linda J. Lombardino
2020. Exploring How Initial Response to Instruction Predicts Morphology Outcomes Among Students With Decoding Difficulties. Language, Speech, and Hearing Services in Schools 51:3 ► pp. 655 ff. DOI logo
Tibi, Sana, Ashley A. Edwards, Christopher Schatschneider & John R. Kirby
2020. Predicting Arabic word reading: A cross-classified generalized random-effects analysis showing the critical role of morphology. Annals of Dyslexia 70:2 ► pp. 200 ff. DOI logo
Wang, Lei & Duo Liu
2020. The Role of Morphological Awareness in Reading Chinese Characters: The Moderating Effect of Morpheme Family Size. Scientific Studies of Reading 24:2 ► pp. 170 ff. DOI logo
Zhang, Dongbo & Sihui Ke
2020. The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth‐Grade Readers of English. Reading Research Quarterly 55:2 ► pp. 311 ff. DOI logo
TIBI, SANA, JAMIE L. TOCK & JOHN R. KIRBY
2019. The development of a measure of root awareness to account for reading performance in the Arabic language: A development and validation study. Applied Psycholinguistics 40:2 ► pp. 303 ff. DOI logo
Tighe, Elizabeth L. & Mary A. Fernandes
2019. Unraveling the complexity of the relations of metalinguistic skills to word reading with struggling adult readers: Shared, independent, and interactive effects. Applied Psycholinguistics 40:03 ► pp. 765 ff. DOI logo
Bowers, Jeffrey S & Peter N Bowers
2018. The importance of correctly characterising the English spelling system when devising and evaluating methods of reading instruction: Comment on Taylor, Davis, and Rastle (2017). Quarterly Journal of Experimental Psychology 71:7 ► pp. 1497 ff. DOI logo
Bowers, Jeffrey S. & Peter N. Bowers
2018. Progress in Reading Instruction Requires a Better Understanding of the English Spelling System. Current Directions in Psychological Science 27:6 ► pp. 407 ff. DOI logo
Castles, Anne, Kathleen Rastle & Kate Nation
2018. Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest 19:1 ► pp. 5 ff. DOI logo
Tibi, Sana & John R. Kirby
2018. Investigating Phonological Awareness and Naming Speed as Predictors of Reading in Arabic. Scientific Studies of Reading 22:1 ► pp. 70 ff. DOI logo
Tibi, Sana & John R. Kirby
2019. Reading in Arabic: How Well Does the Standard Model Apply?. Journal of Speech, Language, and Hearing Research 62:4 ► pp. 993 ff. DOI logo
Manolitsis, George, Ioannis Grigorakis & George K. Georgiou
2017. The Longitudinal Contribution of Early Morphological Awareness Skills to Reading Fluency and Comprehension in Greek. Frontiers in Psychology 8 DOI logo

This list is based on CrossRef data as of 4 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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