Date

Spring 5-6-2018

Document Type

Honors Project

First Advisor

Parker, Judith

Department Chair or Program Director

Richard, Gary

Degree Name

Bachelor of Arts

Major or Concentration

English (Creative Writing Concentration)

Department or Program

English, Linguistics, and Communication

Abstract

The effects of phonological awareness on reading development have been widely researched and are understood and recognized by both educators and linguists. The effects of morphological awareness on reading, though, have been comparatively under-researched until the past fifteen to twenty years. Recent studies have shown that morphological awareness plays a significant role in children’s reading development, and an awareness of morphology makes a significant impact on the spelling, vocabulary, decoding, and reading comprehension skills of typically-developing children that is independent of the contribution made by phonological awareness. Children with developmental dyslexia struggle with a morphological deficit. These children do not possess the same level of morphological awareness as their typically-developing peers do, and their reading skills suffer as a result. This study examines the impact of morphological awareness on children’s reading development and the ways in which a morphological deficit affects the spelling, vocabulary, decoding, and reading comprehension skills of children with developmental dyslexia.

Language

English

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