Morphology in Reading Comprehension among School-Aged Readers of English: A Synthesis and Meta-Analytic Structural Equation Modeling Study

Autor/inn/en	Zhang, Dongbo; Ke, Sihui; Mo, Ya
Titel	Morphology in Reading Comprehension among School-Aged Readers of English: A Synthesis and Meta-Analytic Structural Equation Modeling Study
Quelle	In: Journal of Educational Psychology, 115 (2023) 5, S.683-699 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Dongbo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000797
Schlagwörter	Morphology (Languages); Reading Comprehension; Comparative Analysis; Monolingualism; Bilingualism; Metalinguistics; Elementary School Students; Middle School Students; High School Students; Vocabulary Development; Word Recognition; Reading Processes; Task Analysis; Nonverbal Ability; Path Analysis; English; English (Second Language); Native Language; Second Language Learning; Meta Analysis; Morphemes; Phrase Structure; Inferences + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Leseverstehen; Bilingualismus; Metalanguage; Metasprache; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Wortschatzarbeit; Worterkennung; Leseprozess; Aufgabenanalyse; Pfadanalyse; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Meta-analysis; Metaanalyse; Morphem; Phrasenstruktur; Inference; Inferenz
Abstract	This article synthesizes the roles of morphology in English reading acquisition and reports a meta-analytic structural equation modeling study (k = 107, N = 21,818) that tested the effects of morphological awareness (MA) on reading comprehension in school-aged readers. Moderator analysis was conducted through a set of subgroup comparisons based on readers' language status (monolingual vs. bilingual), age/grade (lower elementary, upper elementary, vs. middle/high school), and MA task modality (spoken vs. written). MA had significant indirect effects on reading comprehension via both word reading and vocabulary knowledge in the full sample as well as all subgroups. Its direct effect on reading comprehension, controlling for nonverbal reasoning, word reading, and vocabulary knowledge, was also significant in all subgroups except the lower elementary subgroup. Multi-group path analyses showed no significant subgroup difference in the magnitude of the direct effect of MA on reading comprehension for any moderator. However, two notable findings surfaced on the indirect effects of MA on reading comprehension: bilingual readers showed a smaller indirect effect of MA via word reading than did monolinguals; older readers showed a stronger indirect effect via vocabulary knowledge than did younger readers, whereas a converse pattern was found for the indirect effect via word reading. We conclude by pointing out the robust contribution of morphology to English reading comprehension and suggesting a strong meaning focus in morphological instruction, especially for bilingual and older school-aged readers. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01