Abstract
The purpose of this 3-year longitudinal study was to examine the role of three morphological awareness (MA) aspects (inflectional, derivational, and lexical compounding) in the spelling of specific morphemes. Two hundred and fifteen Greek children were followed from kindergarten (K) to grade 2 (G2). In K and grade 1 (G1) they were tested on measures of morphological awareness, letter knowledge, phonological awareness, rapid automatized naming, and general cognitive ability. At the end of G1 and G2, they were also tested on spelling of (a) inflectional suffixes in words and pseudowords, (b) familiar stems in simple words, and (c) familiar simple stems in low frequency derived words and in pseudowords with existing derived morphemes. The results of hierarchical regression analyses showed that the derivational aspect of MA in K and the lexical compounding aspect of MA in G1 predicted uniquely the spelling of inflectional suffixes in both words and pseudowords in G1 and G2 respectively. In addition, the lexical compounding aspect of MA in K and G1 predicted the spelling of familiar stems in simple words and the spelling of familiar simple stems in low frequency derived words in G1 and G2 respectively. Inflectional aspect of MA did not predict later performance in any spelling measure. These findings speak to the importance of early MA skills in spelling of specific morphemes and provide supportive evidence to those who suggest that morphological knowledge is part of children’s repertoire of strategies employed in spelling, even at the first stages of learning to spell.
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Notes
Vowels in Hebrew usually have a function such as that of inflectional suffixes.
In this study we adopted the assumption that there is no formal distinction between root and stem in Modern Greek language, because “the borders between roots and stems have been blurred, and there is no synchronically motivated distinction between the two” (Ralli, 2013, p. 8).
According to Ralli (2003) the stem could have a simple or complex morphological form. A morphologically complex stem could be derived or compound.
This study is a part of a wider project for factors associated with the development of MA skills. Parents’ socio-economic level was recorded based on their occupation and categorized into four levels while their educational level was recorded based on their highest education into five levels.
As we noted before we adopted the assumption that there is no formal distinction between root and stem in Modern Greek language (Ralli, 2013). According to Ralli (2003) the stem could have a simple or complex morphological form. A morphologically complex stem could be derived or compound. To this direction we use the term “simple stem” to clarify and specify the stem with a simple morphological form (i.e., without any affixation that denotes a specific grammatical category and morpho-syntactic features) of a derived word formation (e.g., the simple stem of the derived word < ξύλ-ιν-ος >/'ksilinos/ ‘wooden’ is < ξυλ- > that comes from the base word < ξύλ-ο > /'ksilο/‘wood’)”.
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Appendix: Spelling task’s words and pseudowords allocated in conditions for the assessment of spelling inflectional suffixes and stems
Appendix: Spelling task’s words and pseudowords allocated in conditions for the assessment of spelling inflectional suffixes and stems
Phonetic transcription | English translation | Spelling condition/score | f a | l | sy | |||||
|---|---|---|---|---|---|---|---|---|---|---|
Spelling inflection | Spelling familiar stem | Spelling familiar simple stem | ||||||||
Word spelling inflection | Pseudoword spelling inflection | Stem in simple words | Simple stem in derived words | Simple stem in derived pseudowords | ||||||
Simple words | ||||||||||
φων-ή | /fo΄ni/ | ‘voice’ | X | X | 0.074 | 4 | 2 | |||
καπέλ-ο | /ka΄pelo/ | ‘hat’ | X | X | 0.008 | 6 | 3 | |||
παίζ-ουμε | /΄pezume/ | ‘we play’ | X | X | 0.010 | 8 | 3 | |||
νησ-ί | /ni΄si/ | ‘island’ | X | X | 0.057 | 4 | 2 | |||
ανοίγ-ω | /a΄niγο/ | ‘I open’ | X | X | 0.002 | 6 | 3 | |||
φίλ-οι | /΄fili/ | ‘friends’ | X | X | 0.043 | 5 | 2 | |||
φοβ-άμαι | /fo΄vame/ | ‘I am afraid’ | X | X | 0.025 | 7 | 3 | |||
λείπ-ει | /΄lipi/ | ‘he is missing’ | X | X | 0.025 | 6 | 2 | |||
κέρατ-ο | /΄cerato | ‘horn’ | X | X | < 0.001 | 6 | 3 | |||
ρόδ-ι | /΄roδi/ | ‘pomegranate’ | X | X | 0.001 | 4 | 2 | |||
κοιμ-άμαι | /ci΄mame/ | ‘I am sleeping’ | X | X | 0.001 | 8 | 3 | |||
πίν-ει | /΄pini/ | ‘he drinks’ | X | X | 0.005 | 5 | 2 | |||
ρωτ-άμε | /ro΄tame/ | ‘we ask’ | X | X | 0.007 | 6 | 3 | |||
θήκ-η | /΄θici/ | ‘case’ | X | X | 0.002 | 4 | 2 | |||
πειράζ-ω | /pi΄razo/ | ‘I tease’ | X | X | < 0.001 | 7 | 3 | |||
καιρ-οί | /ce΄ri/ | ‘times’ | X | X | 0.006 | 6 | 2 | |||
Derived words | ||||||||||
παιδ-εύ-ω | /pe΄δevo/ | ‘pester’ | X | X | < 0.001 | 7 | 3 | |||
μαυρ-ίζ-ουμε | /mavri΄zume/ | ‘we tan’ | X | X | < 0.001 | 10 | 4 | |||
ζω-ηρ-ός | /zoi΄ros/ | ‘lively’ | X | X | < 0.001 | 6 | 3 | |||
κλειδ-ών-ομαι | /kli΄δonome/ | ‘I am locked’ | X | X | < 0.001 | 11 | 4 | |||
μυτ-ερ-ή | /mite΄ri/ | ‘pointed’ | X | X | < 0.001 | 6 | 3 | |||
νυχτ-ικ-ό | /niχti΄ko/ | ‘nightdress’ | X | X | < 0.001 | 7 | 3 | |||
ζυμ-ών-ει | /zi΄moni/ | ‘he kneads’ | X | X | < 0.001 | 7 | 3 | |||
γλωσσ-ίδ-ι | /γlo΄siδi/ | ‘clapper’ | X | X | < 0.001 | 8 | 3 | |||
Pseudowords | ||||||||||
κοπ-άμαι | /ko΄pame/ | X | 7 | 3 | ||||||
σίχ-ει | /΄siçi/ | X | 5 | 2 | ||||||
ερίχ-ω | /e΄riχo/ | X | 5 | 3 | ||||||
νίγ-οι | /΄niji/ | X | 5 | 2 | ||||||
παρέμ-ο | /pa΄remo/ | X | 6 | 3 | ||||||
κιφ-ί | /ci΄fi/ | X | 4 | 2 | ||||||
ζέθ-ουμε | /΄zeθume/ | X | 7 | 3 | ||||||
βοπ-ή | /vo΄pi/ | X | 4 | 2 | ||||||
Derived pseudowords | ||||||||||
ζυμ-ίζ-ουμε | /zi΄mizume/ | X | X | 9 | 4 | |||||
νυχτ-ερ-ή | /niχte΄ri/ | X | X | 7 | 3 | |||||
μαυρ-ικ-ό | /mavri΄ko/ | X | X | 7 | 3 | |||||
ζω-ίδ-ι | /zo΄iδi/ | X | X | 5 | 3 | |||||
μυτ-ών-ομαι | /mi΄tonome/ | X | X | 9 | 4 | |||||
παιδ-ών-ει | /pe΄δoni/ | X | X | 8 | 3 | |||||
κλειδ-εύ-ω | /kli΄δevo/ | X | X | 8 | 3 | |||||
γλωσσ-ηρ-οί | /γlosi΄ri/ | X | X | 9 | 3 | |||||
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Grigorakis, I., Manolitsis, G. Longitudinal effects of different aspects of morphological awareness skills on early spelling development. Read Writ 34, 945–979 (2021). https://doi.org/10.1007/s11145-020-10098-2
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DOI: https://doi.org/10.1007/s11145-020-10098-2