Show simple item record

dc.contributor.supervisorKruk, Richard
dc.contributor.authorZinger, Katharine
dc.date.accessioned2022-09-08T15:10:44Z
dc.date.available2022-09-08T15:10:44Z
dc.date.copyright2022-08-23
dc.date.issued2022-08-23
dc.date.submitted2022-08-24T04:56:32Zen_US
dc.identifier.urihttp://hdl.handle.net/1993/36877
dc.description.abstractReading comprehension is essential for academic and educational success. The present study examines how distinct aspects of understanding and manipulating morphemes, the smallest units of meaning in written and spoken language, contribute to children’s emerging reading comprehension. The majority of the research on the role of morphological processes in literacy focuses on morphological awareness, the ability to reflect on, process, and manipulate morphemes in language. However, a recent multidimensional perspective posits distinct aspects of morphological processing including morphological awareness and morphological analysis. In contrast to awareness, morphological analysis refers to the process of using morphemes to infer meaning from unfamiliar or morphologically complex words. New research has emphasized morphological analysis as a unique predictor of gains in reading comprehension when previous studies emphasized the dominant link between morphological awareness and reading comprehension. The current longitudinal study sought to provide clarity to these contrasting findings and examined the relative contributions (concurrent and predictive) of awareness and analysis in emerging reading comprehension from Grades 1 to 3. This was accomplished by using data from 171 children from Winnipeg public schools collected across five time points, using a structural equation modeling (SEM) design. Results showed evidence of early concurrent relationships between morphological awareness, analysis, and reading comprehension in Grade 1 and 2, with morphological analysis continuing to have a concurrent relationship with reading comprehension in Grade 3. Predictive links were found from earlier morphological awareness to subsequent waves of reading comprehension in each of the three grades. Morphological analysis did not directly predict subsequent reading comprehension across waves; however, findings may provide initial support for a shift in how these processes relate to one another while reading comprehension skills are emerging and strengthening. Theoretical and practical implications are discussed.en_US
dc.description.sponsorshipUniversity of Manitoba Research Manitobaen_US
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectReading comprehensionen_US
dc.subjectmorphological awarenessen_US
dc.subjectmorphological analysisen_US
dc.subjectlongitudinal researchen_US
dc.subjectchild developmenten_US
dc.titleAwareness and analysis: how morphological processes predict growth in early reading comprehensionen_US
dc.typemaster thesisen_US
dc.degree.disciplinePsychologyen_US
dc.contributor.examiningcommitteeLi, Johnson (Psychology)en_US
dc.contributor.examiningcommitteeGlenwright, Melanie (Psychology)en_US
dc.degree.levelMaster of Arts (M.A.)en_US
dc.description.noteOctober 2022en_US
oaire.awardTitleCanada Graduate Scholarships Program - Masters Scholarshipsen_US
project.funder.nameSocial Sciences and Humanities Research Council of Canadaen_US
project.funder.identifierhttps://doi.org/10.13039/501100000155en_US
local.subject.manitobanoen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record