Sentence examples for morphological awareness in from inspiring English sources

According to Mota, Gontijo et al. (2008), the Derived word anology task is one of the best tasks to evaluate morphological awareness in Brazil.

An additional goal of the present study was to investigate if there is any correlation between morphological priming and morphological awareness in Brazilian Portuguese.

Therefore, an additional goal of the present study is to explore if there is any correlation between morphological priming and morphological awareness in Brazilian Portuguese.

Previous studies have confirmed the importance of morphological awareness in predicting the development of vocabulary, word reading, and reading comprehension among alphabetic languages (e.g., Carlisle, 2000; Deacon & Kirby, 2004; Nagy, Berninger, & Abbott, 2006) as well as in Chinese (e.g., Wang, Cheng, & Chen, 2006; Zhang & Koda, 2014).

For example, studies have revealed that bilingual children's linguistic skills, such as phonological awareness and morphological awareness in their home language, predict their acquisition of English literacy (e.g., Adams, 1990; Casalis & Louis-Alexandre, 2000; Durgunoğlu, 2002; Riches & Genesee, 2006; Snow et al., 1998;Wagner & Torgesen, 1987).

In addition, in order to fill up the gap of the review conducted by Melby-Lervag and Lervag in 2011 in which they examined cross-linguistic transfer of phonological awareness, oral language, and decoding, we also included morphological awareness in our review to investigate the relationship between Chinese and English in a more thorough and comprehensive perspective.

There were no significant correlations between any morphological priming effect and morphological awareness scores in any school grade (all p values >0.09).

Three tasks of morphological awareness arranged in an order of increasing difficulty were administered.

This test consisted of three tasks of morphological awareness arranged in order of increasing difficulty.

Many studies conducted in different languages have shown a significant relation between scores in morphological awareness tasks and scores in reading tasks (Carlisle 2004; Carlisle and Fleming 2003; McBride-Chang et al. 2005; Kirby et al. 2012).

The relations of morphological awareness with accuracy in reading the three forms of script were similar; however, the results suggested that these may be associated with the course of transition.