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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.
Journal of Speech, Language, and Hearing Research : JSLHR
|January 20, 2022
Summary
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.
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.
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