Morphological Awareness Skills of Second and Third Grade Students with and without Speech Sound Disorders

Autor/inn/en	Apel, Kenn; Henbest, Victoria S.
Titel	Morphological Awareness Skills of Second and Third Grade Students with and without Speech Sound Disorders
Quelle	(2020), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Morphology (Languages); Phonological Awareness; Grade 2; Grade 3; Speech Impairments; At Risk Students; Elementary School Students; Literacy; Spelling; Reading Skills; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Morphology; Morphologie; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Alphabetisierung; Schreib- und Lesefähigkeit; Schreibweise; Reading skill; Lesefertigkeit
Abstract	Purpose: Morphological awareness is the ability to consciously manipulate the smallest units of meaning in language. Morphological awareness contributes to success with literacy skills for children with typical language and those with language impairment. However, little research has focused on the morphological awareness skills of children with speech sound disorders (SSD), who may be at risk for literacy impairments. No researcher has examined the morphological awareness skills of children with SSD and compared their skills to children with typical speech using tasks representing a comprehensive definition of morphological awareness, which was the main purpose of this study. Method: Thirty 2nd and 3rd grade students with SSD and 30 with typical speech skills, matched on age and receptive vocabulary, completed four morphological awareness tasks, and measures of receptive vocabulary, real-word reading, pseudoword reading, and word-level spelling. Results: Results indicated there was no difference between the morphological awareness skills of students with and without SSD. Although morphological awareness was moderately to strongly related to the students' literacy skills, performance on the morphological awareness tasks contributed little to no additional variance to the children's real-word reading and spelling skills beyond what was accounted for by pseudoword reading. Conclusions: Findings suggest that early elementary-age students with SSD may not present with concomitant morphological awareness difficulties and that the morphological awareness skills of these students may not play a unique role in their word-level literacy skills. Limitations and suggestions for future research on the morphological awareness skills of children with SSD are discussed. [This paper will be published in "Language, Speech, and Hearing Services in Schools.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01