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Direct linkLu, Ying-Ying; Hu, Chieh-Fang – Reading and Writing: An Interdisciplinary Journal, 2019
Dynamic assessment has been recognized as a nonbiased approach to evaluating language learning potential among children who do not have equal access to the target language. However, it remains to be determined whether the graduated prompting approach of dynamic assessment is feasible in foreign language (FL) learning contexts as FL learners may…
Descriptors: Phonological Awareness, Elementary School Students, Grade 4, Second Language Learning
Fejzo, Anila – Reading and Writing: An Interdisciplinary Journal, 2016
The goal of this study was to explore the relationship between morphological awareness and the spelling of morphemes and morphologically complex words among 75 third- and fourth-grade Francophone students of low socio-economic status. To reach this objective, we administered a dictation comprised of morphologically complex words with prefixes,…
Descriptors: French, Morphemes, Morphology (Languages), Spelling
Spencer, Mercedes; Muse, Andrea; Wagner, Richard K.; Foorman, Barbara; Petscher, Yaacov; Schatschneider, Christopher; Tighe, Elizabeth L.; Bishop, M. Denise – Reading and Writing: An Interdisciplinary Journal, 2015
We report results from two studies on the underlying dimensions of morphological awareness and vocabulary knowledge in elementary-aged children. In Study 1, 99 fourth-grade students were given multiple measures of morphological awareness and vocabulary. A single factor accounted for individual differences in all morphology and vocabulary…
Descriptors: Elementary School Students, Intermediate Grades, Grade 4, Middle School Students
