Abstract
The English written language system represents words at the level of the morpheme as well as the phoneme. It is likely, therefore, that awareness of not only the phonological but also the morphological structure of words plays a role in learning to read. While there is a large body of research that shows the importance of phonological awareness, there are many unanswered questions about the role of morphological awareness in the acquisition of reading skill. When and under what circumstances sensitivity to morphemic structure affects the word reading of children is the focus of the present chapter.
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Carlisle, J.F., Stone, C.A. (2003). The Effects of Morphological Structure on Children’s Reading of Derived Words in English. In: Assink, E.M.H., Sandra, D. (eds) Reading Complex Words. Neuropsychology and Cognition, vol 22. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-3720-2_2
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DOI: https://doi.org/10.1007/978-1-4757-3720-2_2
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