Synthesizing a range of studies on morphological processing from the past 30 years, this edited collection presents the current state of knowledge on morphological processing and defines classroom practices to help students conceptualise the role of morphology in reading, spelling, and vocabulary development. Research has increasingly indicated the importance of morphological tasks in relation to reading, spelling, and vocabulary acquisition in the classroom. Chapter authors present the theoretical considerations guiding morphological processing research to date, address the use of morphology with reference to different populations of learners, and propose effective and innovative instructional strategies for integrating morphology in the classroom.
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| Foreword |
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xvii | |
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| Preface |
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xx | |
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PART I Theoretical and Methodological Issues in Morphological Processing |
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1 | (88) |
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1 A Linguistic Analysis of Word Morphology |
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3 | (13) |
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2 Psycholinguistic Studies of Word Morphology and Their Implications for Models of the Mental Lexicon and Lexical Processing |
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16 | (32) |
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3 Morphological Processing Tasks and Measurement Issues |
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48 | (41) |
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PART II Morphological Knowledge and Processes |
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89 | (126) |
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4 The Acquisition of Inflectional Morphology in Children |
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91 | (21) |
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5 The Acquisition of Derivational Morphology in Children |
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112 | (21) |
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6 A Cross-Linguistic Analysis of the Role of Morphology in Reading Development |
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133 | (16) |
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7 The Role of Morphology in Second-Language Reading |
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149 | (19) |
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8 The Role of Morphology in Literacy Acquisition in Children With Dyslexia |
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168 | (22) |
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9 The Role of Morphology in Spelling Development |
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190 | (25) |
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Marie-Catherine St-Pierre |
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PART III Implications for Educational Practices |
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215 | (54) |
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10 The Effects of Morphological Instruction on Vocabulary Learning, Reading, and Spelling |
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217 | (27) |
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11 Classroom Practices in Morphological Instruction |
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244 | (25) |
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| Index |
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269 | |
Rachel Berthiaume is Professor at the Faculty of Education of the Université de Montréal, Canada.
Daniel Daigle is Professor at the Faculty of Education of the Université de Montréal, Canada.
Alain Desrochers is Professor at the School of Psychology at University of Ottawa, Canada.
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