Abstract
The development of morphological knowledge and its relationship to writing ability will be examined in this chapter. Such an examination is warranted because, in spelling, the child needs to understand the internal structure of words. Specifically, the child needs to understand that words have a morphophonemic structure, that is, that phonemic elements combine to form morphemes, which combine to form inflected and derived versions of words. Previous work has suggested that although an implicit understanding of the morphophonemic structure of words may be sufficient for spoken language proficiency, written language proficiency demands both an implicit and an explicit understanding of morphophonemic structure (Liberman, 1971, 1973, 1983; Liberman, et ai, 1974; Mattingly, 1972).
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© 1991 Springer Science+Business Media Dordrecht
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Rubin, H. (1991). Morphological Knowledge and Writing Ability. In: Joshi, R.M. (eds) Written Language Disorders. Neuropsychology and Cognition, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-3732-4_3
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DOI: https://doi.org/10.1007/978-94-011-3732-4_3
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