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Reading and Writing

, Volume 31, Issue 8, pp 1695–1719 | Cite as

Early contribution of morphological awareness to literacy skills across languages varying in orthographic consistency

  • Alain Desrochers
  • George Manolitsis
  • Patrick Gaudreau
  • George Georgiou
Article
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Abstract

In the present study, we examined the role of morphological awareness in reading and spelling performance across three languages varying in orthographic consistency (English, French, and Greek), after controlling for the effects of phonological awareness and rapid automatized naming (RAN). One hundred fifty-nine English-speaking Canadian, 238 French-speaking Canadian, and 224 Greek children were assessed at the beginning of Grade 2 on measures of morphological awareness, phonological awareness, and RAN. At the end of Grade 2, they were assessed on reading accuracy, reading fluency, reading comprehension, and spelling to dictation. The results indicated that morphological awareness was a unique predictor of reading comprehension and spelling in all three languages, of reading fluency in English and French, and of reading accuracy in English only. Furthermore, the results of multigroup analyses revealed no significant differences in the contribution of morphological awareness to the literacy outcomes across languages. Theoretical and practical implications of these finding are discussed.

Keywords

Morphological awareness Word reading accuracy Word reading fluency Spelling Reading comprehension Orthographic consistency Phonological awareness Rapid automatized naming 
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Notes

Acknowledgements

This study was funded by a Social Sciences and Humanities Research Council of Canada grant to the last author (Grant No. RES0002344). We thank all school boards, school principals, teachers, children, and research assistants for their collaboration.

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© Springer Science+Business Media B.V. 2017

Authors and Affiliations

  1. 1.School of PsychologyUniversity of OttawaOttawaCanada
  2. 2.Department of Preschool EducationUniversity of CreteRethymnonGreece
  3. 3.Department of Educational PsychologyUniversity of AlbertaEdmontonCanada

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