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How Readers Build and Use Morphologi...

Kent State University., College of Arts and Sciences / Department of Psychological Sciences.

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How Readers Build and Use Morphological Knowledge.

Record Type:	Electronic resources : Monograph/item
Title/Author:	How Readers Build and Use Morphological Knowledge./
Author:	de Long, Shauna P.A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	86 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-02, Section: B.
Contained By:	Dissertations Abstracts International84-02B.
Subject:	Cognitive psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29373769
ISBN:	9798837538506

How Readers Build and Use Morphological Knowledge.
de Long, Shauna P.A.

How Readers Build and Use Morphological Knowledge. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 86 p.

Source: Dissertations Abstracts International, Volume: 84-02, Section: B.

Thesis (Ph.D.)--Kent State University, 2022.

This item must not be sold to any third party vendors.

Research indicates that readers break down complex words into their smallest, meaning-based units (morphemes) when spelling (e.g., Senechal, 2000). However, it remains unclear how morphemes are formed and whether newly formed morphological knowledge (i.e., knowledge of morphemes) is strong enough to support word learning. The current research proposes to address this gap in the literature by investigating how adult readers use recently acquired morphological knowledge when learning compound words. The first morpheme in each of the compound words was a novel non-word. Participants learned the meanings of the novel morphemes (e.g., breese = "fish"), and after a one-day delay, participants were re-exposed to those morphemes in novel compound words that contained the novel morpheme that had been learned the previous day (e.g., breesebin). The compound words were presented in sentence context that taught participants meanings to the compound words that either (1) were consistent with the meaning of the novel morpheme contained in the compound word (e.g., breesebin = "fish storage"); (2) were inconsistent with the meaning of the novel morpheme contained in the compound word (e.g., breesebin = "alleyway"); or (3) contained no contextual cues from which the meaning of the compound word could be derived. The current research found that participants were more successful at learning the novel compound words when they were able to use morphological knowledge from the novel word learned on day one to support their learning on day two. This was true for both learning the spellings of words and learning the meanings of words, despite participants receiving no instructions to consider the words? morphological knowledge. These findings support the body of literature that stress the importance of emphasizing morphology during language instruction.

ISBN: 9798837538506Subjects--Topical Terms:

523881
Cognitive psychology.
Subjects--Index Terms:

Morphology

How Readers Build and Use Morphological Knowledge.
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100 1 $a de Long, Shauna P.A. $3 3642159
245 1 0 $a How Readers Build and Use Morphological Knowledge.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 86 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-02, Section: B.
500 $a Advisor: Folk, Jocelyn.
502 $a Thesis (Ph.D.)--Kent State University, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a Research indicates that readers break down complex words into their smallest, meaning-based units (morphemes) when spelling (e.g., Senechal, 2000). However, it remains unclear how morphemes are formed and whether newly formed morphological knowledge (i.e., knowledge of morphemes) is strong enough to support word learning. The current research proposes to address this gap in the literature by investigating how adult readers use recently acquired morphological knowledge when learning compound words. The first morpheme in each of the compound words was a novel non-word. Participants learned the meanings of the novel morphemes (e.g., breese = "fish"), and after a one-day delay, participants were re-exposed to those morphemes in novel compound words that contained the novel morpheme that had been learned the previous day (e.g., breesebin). The compound words were presented in sentence context that taught participants meanings to the compound words that either (1) were consistent with the meaning of the novel morpheme contained in the compound word (e.g., breesebin = "fish storage"); (2) were inconsistent with the meaning of the novel morpheme contained in the compound word (e.g., breesebin = "alleyway"); or (3) contained no contextual cues from which the meaning of the compound word could be derived. The current research found that participants were more successful at learning the novel compound words when they were able to use morphological knowledge from the novel word learned on day one to support their learning on day two. This was true for both learning the spellings of words and learning the meanings of words, despite participants receiving no instructions to consider the words? morphological knowledge. These findings support the body of literature that stress the importance of emphasizing morphology during language instruction.
590 $a School code: 0101.
650 4 $a Cognitive psychology. $3 523881
650 4 $a Reading instruction. $3 2122756
653 $a Morphology
653 $a Incidental word learning
653 $a Compound words
653 $a spelling recognition
653 $a semantic recognition
690 $a 0633
690 $a 0535
710 2 $a Kent State University. $b College of Arts and Sciences / Department of Psychological Sciences. $3 3642160
773 0 $t Dissertations Abstracts International $g 84-02B.
790 $a 0101
791 $a Ph.D.
792 $a 2022
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29373769