The role of morphological awareness in explaining reading-writing difficulties

  1. Mercedes Rueda
  2. Sandra Medina
Journal:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702 1578-4126

Year of publication: 2018

Volume: 41

Issue: 4

Pages: 702-733

Type: Article

DOI: 10.1080/02103702.2018.1504861 DIALNET GOOGLE SCHOLAR

More publications in: Journal for the Study of Education and Development, Infancia y Aprendizaje

Abstract

This paper examines the role played by morphological awareness in explaining difficulties in reading and writing words with arbitrary spelling in a group of students who have reading-writing difficulties. Specifically, the relationship between morphological, morphosyntactic and phonological awareness and reading errors and success in arbitrary spelling is studied. This paper also describes to what extent the morphological and morphosyntactic awareness of students with reading difficulties explains errors in reading and in the correct spelling of words with arbitrary spelling. The results indicate that morphological, morphosyntactic and phonological awareness are related to learning reading and arbitrary spelling in Spanish. However, morphosyntactic awareness is more important in explaining serious reading errors and success in writing with arbitrary spelling among students with reading-writing difficulties

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