Research Article
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Year 2019, Volume: 6 Issue: 2, 261 - 277, 13.12.2019
https://doi.org/10.33200/ijcer.564134

Abstract

References

  • Akbulut, F. D. (2017). Effects of morphological awareness on second language vocabulary knowledge. Journal of Language and Linguistic Studies, 13(1), 10-26.
  • Atar, C. (2018). The effects of learning a second language on the first: The case of increased metalinguistic awareness. Journal of Language and Linguistic Studies, 14(1), 242-260.
  • Amirjalili, F., & Jabbari, A. A. (2018). The impact of morphological instruction on morphological awareness and reading comprehension of EFL learners. Cogent Education, 5(1), 1-30.
  • Angelelli, P., Marinelli, C. V., & Burani, C. (2014). The effect of morphology on spelling and reading accuracy: a study on Italian children. Frontiers in psychology, 5, 1373. doi:10.3389/fpsyg.2014.01373
  • Aydın, F. (2018). L2 metalinguistic knowledge and L2 achievement among intermediate-level adult Turkish EFL learners. Journal of Language and Linguistic Studies, 14(1), 28-49.
  • Aydin, F., & Yildirim, O. (2017). A study on the morphological awareness of intermediate level adult Turkish EFL learners. JELE (Journal of English Language and Education), 3(2), 65-73.
  • Bademci, V. (2011). Kuder-richardson 20, Cronbach’ın alfası, Hoyt’un varyans analizi, Genellenirlik kuramı ve ölçüm güvenirliği üzerine bir çalışma. [A study on the Kuder-Richardson 20, Cronbach’s Alpha, Hoyt’s analysis of variance, generalizability theory and score reliability]. Dicle University Journal of Ziya Gokalp Education Faculty, 17.
  • Bialystok, E., Peets, K. F., & Moreno, S. (2014). Producing bilinguals through immersion education: development of metalinguistic awareness. Appl. Psycho-linguist. 35, 177–191. doi:10.1017/S0142716412000288
  • Bian, X. (2017). Morphological awareness and advanced EFL learners’ listening comprehension. Education Dissertations.25. Retrieved from https://digitalcommons.spu.edu/soe_etd/25 Last accessed 10th March 2017.
  • Bowers, P. N., Kirby, J. R., & Deacon, S. H. (2010). The effects of morphological instruction on literacy skills: A systematic review of the literature. Review of Educational Research, 80(2), 144–179. doi:10.3102/ 0034654309359353
  • Brimo, D. (2016). Evaluating the effectiveness of a morphological awareness intervention a pilot study. Communication Disorders Quarterly, 38(1), 35–45. doi:10.1177/1525740115604592
  • Burani, C., Marcolini, S., De Luca, M., & Zoccolotti, P. (2008). Morpheme-based reading aloud: evidence from dyslexic and skilled Italian readers. Cognition 108, 243–262. doi: 10.1016/j.cognition.2007.12.010
  • Büyüköztürk, Ş. (1998). Kovaryans analizi (Varyans analizi ile karşılaştırmalı bir inceleme). [Analysis of covariance]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 31(1).
  • Carlisle, J. F. (1995). Morphological awareness and early reading achievement. In L. Feldman (Ed.), Morphological aspects of language processing (pp. 131–154). Hillsdale, NJ: Lawrence Erlbaum.
  • Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169–190. doi:10.1023/A:1008131926604
  • Carlisle, J. F. (2003). Morphology matters in learning to read: A commentary. Reading Psychology, 24, 291– 332. doi:10.1080/02702710390227369
  • Carlisle, J. F., & Fleming, J. (2003). Lexical processing of morphologically complex words in the elementary years. Sci. Stud. Read. 7, 239–253. doi: 10.1207/S1532799XSSR0703_3
  • Carlisle, J.F. & Nomanbhoy, D. (1993). Phonological and morphological development, Applied Psycholinguistics, 14, 177- 195.
  • Casalis, S., Colé, P., & Sopo, D. (2004). Morphological Awareness in Developmental Dyslexia. Annals of Dyslexia, 54, 114–138. doi:10.1007/s11881-004-0006-z
  • Champion, A. (1997). Knowledge of suffixed words: A comparison of reading disabled and nondisabled readers, Annals of Dyslexia, 47, 29–55.
  • Chen, X., Ramı´rez, G., Luo, Y. C., Geva, E., & Ku, Y.-M. (2012). Comparing vocabulary development in Spanish and Chinese-speaking ELLs: The effects of metalinguistic and sociocultural factors. Reading and Writing, 25, 1991–2020. Retrieved from https://doi.org/10.1007/s11145-011-9318-7.
  • Crosson, A. C., McKeown, M. G., Moore, D. W., & Ye, F. (2018). Extending the bounds of morphology instruction: Teaching Latin roots facilitates academic word learning for English learner adolescents. Reading and Writing, 1-39.
  • Çandarlı, D. (2018). Changes in L2 writers’ self-reported metalinguistic knowledge of lexical phrases over one academic year. The Language Learning Journal, 1-17.
  • Deacon, S. H., & Kirby, J. R. (2004). Morphological awareness: Just “morephonological”? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223–238. doi:10.1017/S0142716404001110
  • Derwing, B. L., Smith, M. L., & Wiebe, G. E. (1995). On the role of spelling in morpheme recognition: experimental studies with children and adults. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 3-27). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
  • Fotos, S. (1994). Integrating grammar instruction and communicative language use through grammar consciousness-raising tasks. TESOL Quarterly, 28, 323–351. doi:10.2307/3587436.
  • Fracasso, L. E., Bangs, K., & Binder, K. S. (2016). The contributions of phonological and morphological awareness to literacy skills in the adult basic education population. Journal of Learning Disabilities, 49(2), 140–151. doi:10.1177/00222194145338513
  • Kirby, J. R., Deacon, S. H., Bowers, P. N., Izenberg, L., Wade-Woolley, L., & Parrila, R. (2012). Children’s morphological awareness and reading ability. Reading and Writing, 25, 389–410.
  • Kuo, L. J., Ramirez, G., de Marin, S., Kim, T. J., & Unal-Gezer, M. (2017). Bilingualism and morphological awareness: a study with children from general education and Spanish-English dual language programs. Educ. Psychol. 37, 94–111. doi:10.1080/01443410.2015.1049586
  • Kuo, L., & Anderson, R. C. (2006). Morphological awareness and learning to read: Across-language perspective. Educational Psychologist, 41, 161–180. doi:10.1207/s15326985ep4103_3
  • Lam, K., Chen, X., Geva, E., Luo, Y., & Hong, L. (2012). The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: A longitudinal study. Reading and Writing, 25, 1847–1872. Retrieved from https://doi.org/10.1007/s11145-011-9329-4.
  • Levesque, K. C., Kieffer, M. J., & Deacon, S. H. (2017). Morphological awareness and reading comprehension: Examining mediating factors. Journal of Experimental Child Psychology, 160, 1–20. doi:10.1016/j. jecp.2017.02.015
  • Li, W., Anderson, R. C., Nagy, W., & Zhang, H. (2002). Facets of metalinguistic awareness that contribute to Chinese literacy. Chinese Children’s Reading Acquisition. https://doi.org/10.1007/978-1-4615-0859-5_5.
  • Liu, P. D., & McBride-Chang, C. (2010). What is morphological awareness? Tapping lexical compounding awareness in Chinese third graders. Journal of Educational Psychology, 102(1), 62–73. Retrieved from https://doi.org/10.1037/a0016933.
  • Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design. Routledge.
  • Mahony, D. L. (1994). Using sensitivity to word structure to explain variance in high school and college level reading ability. Reading and Writing: An Interdisciplinary Journal, 6(1), 18–44. doi:10.1007/BF01027276
  • McBride-Chang, C., Shu, H., Zhou, A., Wat, C. P., & Wagner, R. K. (2003). Morphological awareness uniquely predicts young children’s Chinese character recognition. Journal of Educational Psychology, 95(4), 743–751. Retrieved from https://doi.org/10.1037/0022-0663.95.4.743.
  • McBride-Chang, C., Wagner, R. K., Muse, A., Chow, B. W., & Shu, H. (2005). The role of morphological awareness in children’s vocabulary acquisition in English. Applied Psycholinguistics, 26, 415–435. Retrieved from https://doi.org/10.1017/S014271640505023X.
  • McKeown, M. G., Beck, I. L., Omanson, R. C., & Perfetti, C. A. (1983). The effects of long-term vocabulary instruction on reading comprehension: A replication. Journal of Literacy Research, 15 (1), 3–16.
  • McLeod, A. N., & Apel, K. (2015). Morphological awareness intervention study of a child with history of speech and language disorders. Communication Disorders Quarterly, 36(4), 208–218. doi:10.1177/15257401145600371
  • Rueda, M.I. & Medina, S. L. (2018) El papel de la conciencia morfológica en la explicación de las dificultades de aprendizaje de la lectoescritura. [The role of morphological awareness in explaining reading-writing difficulties], Infancia y Aprendizaje, 41:4, 702-732, DOI: 10.1080/02103702.2018.1504861
  • Nagy, W. E., Beminger, V., & Abbott, R. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle school students. Journal of Educational Psychology, 95(1), 134–147. doi:10.1037/0022-0663.98.1.134
  • Nagy, W., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47, 91–108.doi:10.1002/RRQ.011
  • Ouellette, G. P. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98, 554–566. https://doi.org/10.1037/0022-0663.98.3.554.
  • Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129–158. doi:10.1093/applin/11.2.129
  • Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge, UK: Cambridge University.
  • Sparks, E., & Deacon, S. H. (2015). Morphological awareness and vocabulary acquisition: A longitudinal examination of their relationship in English speaking children. Appl. Psycholinguist. 36, 299–321. doi: 10.1017/S0142716413000246
  • Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64–81). Cambridge, UK: Cambridge University Press.
  • Treiman, R., & Cassar, M. (1996). Effects of morphology on children’s spelling of final consonant clusters. J. Exp. Child Psychol. 63, 141–170. doi: 10.1006/jecp.1996.0045
  • Tyler, A., & Nagy, W. (1990). Use of derivational morphology during reading. Cognition, 36(1), 17–34. Retrieved from https://doi.org/10.1016/0010-0277(90)90052-l.
  • Varisoglu, B. (2018). Turkish Metalinguistic Awareness Scale: A Validity and Reliability Study. Universal Journal of Educational Research, 6(4), 691-700.
  • Vernice, M., & Pagliarini, E. (2018). Is morphological awareness a relevant predictor of reading fluency and comprehension? New evidence from Italian monolingual and Arabic-Italian bilingual children. Frontiers in Communication, 3, 11.
  • Wilde, J. (2006). Building Vocabulary: Prefixes, Roots, and Suffixes. Retrieved from http://www.readingfirst.virginia.edu/elibrary_pdfs/Building_Vocabulary.pdf. Last accessed 12nd July, 2017.
  • Yucel-Koc, M. (2015). The role of morphological awareness in academic vocabulary and reading comprehension skills of adult ESL learners. (Doctoral Dissertation). Available from ProQuest Dissertation and Theses database. (UMI No.3664492).

Role of Morphological and Metalinguistic Awareness on Reading among Turkish EFL Learners

Year 2019, Volume: 6 Issue: 2, 261 - 277, 13.12.2019
https://doi.org/10.33200/ijcer.564134

Abstract



This study investigates the effect of morphological
treatment on morphological awareness and reading comprehension skill in a
foreign language teaching. Experimental design was used in this study which was
conducted with 74 freshmen who are studying at Translation and Interpreting
Department. Following the Oxford Quick Placement Test and Nation’s Vocabulary
Knowledge Test, the participants were divided into two groups as experimental
and control groups. Before starting the training process, both groups were
pretested with ‘Morphological Correction Test (MCT)’ and ‘Reading Comprehension
Test (RCT)’. Following the completion of the pre-test, the treatment period of
experimental group for 2 semesters started, while the control group completed
the same exercises and studies without focusing on the morphological awareness.
Behind the training, post-test study was applied to both groups and the
differences were analysed. According to the results, the experimental group
outperformed the control group in MCT and RCT. In other words, the
morphological awareness of the experimental group increased efficiently; in
addition to this, their reading comprehension skills developed as well. Besides,
it can be said that the participants benefited effectively and consciously from
the explicit training period of morphological awareness and this helped them
improve their metalinguistic capacity.




References

  • Akbulut, F. D. (2017). Effects of morphological awareness on second language vocabulary knowledge. Journal of Language and Linguistic Studies, 13(1), 10-26.
  • Atar, C. (2018). The effects of learning a second language on the first: The case of increased metalinguistic awareness. Journal of Language and Linguistic Studies, 14(1), 242-260.
  • Amirjalili, F., & Jabbari, A. A. (2018). The impact of morphological instruction on morphological awareness and reading comprehension of EFL learners. Cogent Education, 5(1), 1-30.
  • Angelelli, P., Marinelli, C. V., & Burani, C. (2014). The effect of morphology on spelling and reading accuracy: a study on Italian children. Frontiers in psychology, 5, 1373. doi:10.3389/fpsyg.2014.01373
  • Aydın, F. (2018). L2 metalinguistic knowledge and L2 achievement among intermediate-level adult Turkish EFL learners. Journal of Language and Linguistic Studies, 14(1), 28-49.
  • Aydin, F., & Yildirim, O. (2017). A study on the morphological awareness of intermediate level adult Turkish EFL learners. JELE (Journal of English Language and Education), 3(2), 65-73.
  • Bademci, V. (2011). Kuder-richardson 20, Cronbach’ın alfası, Hoyt’un varyans analizi, Genellenirlik kuramı ve ölçüm güvenirliği üzerine bir çalışma. [A study on the Kuder-Richardson 20, Cronbach’s Alpha, Hoyt’s analysis of variance, generalizability theory and score reliability]. Dicle University Journal of Ziya Gokalp Education Faculty, 17.
  • Bialystok, E., Peets, K. F., & Moreno, S. (2014). Producing bilinguals through immersion education: development of metalinguistic awareness. Appl. Psycho-linguist. 35, 177–191. doi:10.1017/S0142716412000288
  • Bian, X. (2017). Morphological awareness and advanced EFL learners’ listening comprehension. Education Dissertations.25. Retrieved from https://digitalcommons.spu.edu/soe_etd/25 Last accessed 10th March 2017.
  • Bowers, P. N., Kirby, J. R., & Deacon, S. H. (2010). The effects of morphological instruction on literacy skills: A systematic review of the literature. Review of Educational Research, 80(2), 144–179. doi:10.3102/ 0034654309359353
  • Brimo, D. (2016). Evaluating the effectiveness of a morphological awareness intervention a pilot study. Communication Disorders Quarterly, 38(1), 35–45. doi:10.1177/1525740115604592
  • Burani, C., Marcolini, S., De Luca, M., & Zoccolotti, P. (2008). Morpheme-based reading aloud: evidence from dyslexic and skilled Italian readers. Cognition 108, 243–262. doi: 10.1016/j.cognition.2007.12.010
  • Büyüköztürk, Ş. (1998). Kovaryans analizi (Varyans analizi ile karşılaştırmalı bir inceleme). [Analysis of covariance]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 31(1).
  • Carlisle, J. F. (1995). Morphological awareness and early reading achievement. In L. Feldman (Ed.), Morphological aspects of language processing (pp. 131–154). Hillsdale, NJ: Lawrence Erlbaum.
  • Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169–190. doi:10.1023/A:1008131926604
  • Carlisle, J. F. (2003). Morphology matters in learning to read: A commentary. Reading Psychology, 24, 291– 332. doi:10.1080/02702710390227369
  • Carlisle, J. F., & Fleming, J. (2003). Lexical processing of morphologically complex words in the elementary years. Sci. Stud. Read. 7, 239–253. doi: 10.1207/S1532799XSSR0703_3
  • Carlisle, J.F. & Nomanbhoy, D. (1993). Phonological and morphological development, Applied Psycholinguistics, 14, 177- 195.
  • Casalis, S., Colé, P., & Sopo, D. (2004). Morphological Awareness in Developmental Dyslexia. Annals of Dyslexia, 54, 114–138. doi:10.1007/s11881-004-0006-z
  • Champion, A. (1997). Knowledge of suffixed words: A comparison of reading disabled and nondisabled readers, Annals of Dyslexia, 47, 29–55.
  • Chen, X., Ramı´rez, G., Luo, Y. C., Geva, E., & Ku, Y.-M. (2012). Comparing vocabulary development in Spanish and Chinese-speaking ELLs: The effects of metalinguistic and sociocultural factors. Reading and Writing, 25, 1991–2020. Retrieved from https://doi.org/10.1007/s11145-011-9318-7.
  • Crosson, A. C., McKeown, M. G., Moore, D. W., & Ye, F. (2018). Extending the bounds of morphology instruction: Teaching Latin roots facilitates academic word learning for English learner adolescents. Reading and Writing, 1-39.
  • Çandarlı, D. (2018). Changes in L2 writers’ self-reported metalinguistic knowledge of lexical phrases over one academic year. The Language Learning Journal, 1-17.
  • Deacon, S. H., & Kirby, J. R. (2004). Morphological awareness: Just “morephonological”? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223–238. doi:10.1017/S0142716404001110
  • Derwing, B. L., Smith, M. L., & Wiebe, G. E. (1995). On the role of spelling in morpheme recognition: experimental studies with children and adults. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 3-27). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
  • Fotos, S. (1994). Integrating grammar instruction and communicative language use through grammar consciousness-raising tasks. TESOL Quarterly, 28, 323–351. doi:10.2307/3587436.
  • Fracasso, L. E., Bangs, K., & Binder, K. S. (2016). The contributions of phonological and morphological awareness to literacy skills in the adult basic education population. Journal of Learning Disabilities, 49(2), 140–151. doi:10.1177/00222194145338513
  • Kirby, J. R., Deacon, S. H., Bowers, P. N., Izenberg, L., Wade-Woolley, L., & Parrila, R. (2012). Children’s morphological awareness and reading ability. Reading and Writing, 25, 389–410.
  • Kuo, L. J., Ramirez, G., de Marin, S., Kim, T. J., & Unal-Gezer, M. (2017). Bilingualism and morphological awareness: a study with children from general education and Spanish-English dual language programs. Educ. Psychol. 37, 94–111. doi:10.1080/01443410.2015.1049586
  • Kuo, L., & Anderson, R. C. (2006). Morphological awareness and learning to read: Across-language perspective. Educational Psychologist, 41, 161–180. doi:10.1207/s15326985ep4103_3
  • Lam, K., Chen, X., Geva, E., Luo, Y., & Hong, L. (2012). The role of morphological awareness in reading achievement among young Chinese-speaking English language learners: A longitudinal study. Reading and Writing, 25, 1847–1872. Retrieved from https://doi.org/10.1007/s11145-011-9329-4.
  • Levesque, K. C., Kieffer, M. J., & Deacon, S. H. (2017). Morphological awareness and reading comprehension: Examining mediating factors. Journal of Experimental Child Psychology, 160, 1–20. doi:10.1016/j. jecp.2017.02.015
  • Li, W., Anderson, R. C., Nagy, W., & Zhang, H. (2002). Facets of metalinguistic awareness that contribute to Chinese literacy. Chinese Children’s Reading Acquisition. https://doi.org/10.1007/978-1-4615-0859-5_5.
  • Liu, P. D., & McBride-Chang, C. (2010). What is morphological awareness? Tapping lexical compounding awareness in Chinese third graders. Journal of Educational Psychology, 102(1), 62–73. Retrieved from https://doi.org/10.1037/a0016933.
  • Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design. Routledge.
  • Mahony, D. L. (1994). Using sensitivity to word structure to explain variance in high school and college level reading ability. Reading and Writing: An Interdisciplinary Journal, 6(1), 18–44. doi:10.1007/BF01027276
  • McBride-Chang, C., Shu, H., Zhou, A., Wat, C. P., & Wagner, R. K. (2003). Morphological awareness uniquely predicts young children’s Chinese character recognition. Journal of Educational Psychology, 95(4), 743–751. Retrieved from https://doi.org/10.1037/0022-0663.95.4.743.
  • McBride-Chang, C., Wagner, R. K., Muse, A., Chow, B. W., & Shu, H. (2005). The role of morphological awareness in children’s vocabulary acquisition in English. Applied Psycholinguistics, 26, 415–435. Retrieved from https://doi.org/10.1017/S014271640505023X.
  • McKeown, M. G., Beck, I. L., Omanson, R. C., & Perfetti, C. A. (1983). The effects of long-term vocabulary instruction on reading comprehension: A replication. Journal of Literacy Research, 15 (1), 3–16.
  • McLeod, A. N., & Apel, K. (2015). Morphological awareness intervention study of a child with history of speech and language disorders. Communication Disorders Quarterly, 36(4), 208–218. doi:10.1177/15257401145600371
  • Rueda, M.I. & Medina, S. L. (2018) El papel de la conciencia morfológica en la explicación de las dificultades de aprendizaje de la lectoescritura. [The role of morphological awareness in explaining reading-writing difficulties], Infancia y Aprendizaje, 41:4, 702-732, DOI: 10.1080/02103702.2018.1504861
  • Nagy, W. E., Beminger, V., & Abbott, R. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle school students. Journal of Educational Psychology, 95(1), 134–147. doi:10.1037/0022-0663.98.1.134
  • Nagy, W., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47, 91–108.doi:10.1002/RRQ.011
  • Ouellette, G. P. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98, 554–566. https://doi.org/10.1037/0022-0663.98.3.554.
  • Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129–158. doi:10.1093/applin/11.2.129
  • Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge, UK: Cambridge University.
  • Sparks, E., & Deacon, S. H. (2015). Morphological awareness and vocabulary acquisition: A longitudinal examination of their relationship in English speaking children. Appl. Psycholinguist. 36, 299–321. doi: 10.1017/S0142716413000246
  • Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64–81). Cambridge, UK: Cambridge University Press.
  • Treiman, R., & Cassar, M. (1996). Effects of morphology on children’s spelling of final consonant clusters. J. Exp. Child Psychol. 63, 141–170. doi: 10.1006/jecp.1996.0045
  • Tyler, A., & Nagy, W. (1990). Use of derivational morphology during reading. Cognition, 36(1), 17–34. Retrieved from https://doi.org/10.1016/0010-0277(90)90052-l.
  • Varisoglu, B. (2018). Turkish Metalinguistic Awareness Scale: A Validity and Reliability Study. Universal Journal of Educational Research, 6(4), 691-700.
  • Vernice, M., & Pagliarini, E. (2018). Is morphological awareness a relevant predictor of reading fluency and comprehension? New evidence from Italian monolingual and Arabic-Italian bilingual children. Frontiers in Communication, 3, 11.
  • Wilde, J. (2006). Building Vocabulary: Prefixes, Roots, and Suffixes. Retrieved from http://www.readingfirst.virginia.edu/elibrary_pdfs/Building_Vocabulary.pdf. Last accessed 12nd July, 2017.
  • Yucel-Koc, M. (2015). The role of morphological awareness in academic vocabulary and reading comprehension skills of adult ESL learners. (Doctoral Dissertation). Available from ProQuest Dissertation and Theses database. (UMI No.3664492).
There are 54 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Fatma Demiray Akbulut 0000-0003-0689-8483

Publication Date December 13, 2019
Published in Issue Year 2019 Volume: 6 Issue: 2

Cite

APA Demiray Akbulut, F. (2019). Role of Morphological and Metalinguistic Awareness on Reading among Turkish EFL Learners. International Journal of Contemporary Educational Research, 6(2), 261-277. https://doi.org/10.33200/ijcer.564134

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