Exploring the role of morphemes in word reading

Abstract

Two studies were designed to investigate the role of morphemic structure on students' word reading. The first study asked whether familiar morphemes in words facilitate word reading for elementary students. Results showed that lower & upper elementary students read words with two morphemes (derived words with a base word & one suffix, such as shady) faster than words with one morpheme (e.g., lady). The second study was designed to investigate the effects of phonological transparency on middle & high school students' reading of derived words. Results showed that phonologically transparent words, words in which a base form is intact in the pronunciation of the derived word (e.g., classic in classical), were recognized & read faster than derived words that are less phonologically transparent (e.g., colonial), pinpointing an aspect of morphemic structure that affects reading derived words. The results indicate that reading derived words is not accomplished solely by familiarity with letter-sound associations or syllables; morphemes also play a role. Results also suggest value in emphasizing morphemic structure in models of word-reading acquisition. 6 Tables, 2 Appendixes, 44 References. Adapted from the source document