A Comprehensive Definition of Morphological Awareness: Implications for Assessment

Autor/in	Apel, Kenn
Titel	A Comprehensive Definition of Morphological Awareness: Implications for Assessment
Quelle	In: Topics in Language Disorders, 34 (2014) 3, S.197-209 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-8294
DOI	10.1097/TLD.0000000000000019
Schlagwörter	Morphology (Languages); Definitions; Language Acquisition; Norm Referenced Tests; Language Tests; Measures (Individuals) + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Begriffsbestimmung; Sprachaneignung; Spracherwerb; Language test; Sprachtest; Messdaten
Abstract	Purpose: Although there is an increasing body of evidence for the important role morphological awareness plays in written language development, there is little consensus on a fully specified definition of this linguistic awareness ability. Without agreement on a definition, several problems arise, at least one of which impacts researchers' and practitioners' ability to fully and consistently assess students' morphological awareness abilities. Method: In the first portion of this article, I discuss insufficiencies with current definitions of morphological awareness and propose a more comprehensive definition. Following this, I relate the implications of this new definition for assessment: the inability of current norm-referenced tests and experimenter-designed tasks to meet the definition and considerations from the research to keep in mind about stimuli on morphological awareness tasks. Conclusion: In the final segment of the article, I provide implications and suggestions for practitioners who wish to assess morphological awareness in a comprehensive manner, using the new definition as a guide to measure students' morphological awareness abilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01