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Morphological Awareness Performance Profiles of First- Through Sixth-Grade Students.

Kenn Apel1, Victoria S Henbest2, Yaacov Petscher3

  • 1Department of Communication Sciences and Disorders, University of South Carolina, Columbia.

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Students show varied strengths and weaknesses in morphological awareness, impacting reading and spelling. Identifying specific deficits with the Morphological Awareness Test for Reading and Spelling (MATRS) allows for targeted instruction.

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Linguistics

Background:

  • Morphological awareness is crucial for reading and spelling proficiency.
  • Understanding diverse student profiles in morphological skills is essential for effective intervention.

Purpose of the Study:

  • To investigate if distinct profiles of strengths and weaknesses in morphological awareness emerge in students.
  • To utilize the Morphological Awareness Test for Reading and Spelling (MATRS) for this assessment across grades 1-6.

Main Methods:

  • Administered the MATRS, comprising eight tasks assessing various aspects of morphological awareness, to 4,059 students in grades 1-6.
  • Employed exploratory finite mixture models to identify latent subgroups based on task performance within each grade level.

Main Results:

  • Distinct performance profiles in morphological awareness were observed across different grade levels.
  • Students exhibited varied patterns of strengths and weaknesses on specific morphological awareness tasks.

Conclusions:

  • Student morphological awareness is not uniform, with identifiable patterns of strengths and weaknesses.
  • Clinical identification of specific morphological deficits can inform tailored instructional plans for improved literacy outcomes.