This special issue compiles a set of five research-based articles that examine the role of morphological representations in learning to read: modeling morphological processing, uncovering morphological awareness, finding units of analysis, and contrasting implicit vs. explicit learning. The focus is on the role of morphology in learning to read in three alphabetic languages: English, Dutch, and French. As such, the findings from the large body of studies on the acquisition of reading and spelling in English is cross-validated with research evidence from two other languages.
Table of Contents
Volume 7, Number 3, 3003. Contents:ARTICLES: L. Verhoeven, C.A. Perfetti, Introduction to This Special Issue: The Role of Morphology in Learning to Read. E.D. Reichle, C.A. Perfetti, Morphology in Word Identification: A Word-Experience Model That Accounts for Morpheme Frequency Effects. J.F. Carlisle, J. Fleming, Lexical Processing of Morphologically Complex Words in the Elementary Years. L. Verhoeven, R. Schreuder, H. Baayen, Units of Analysis in Reading Dutch Bisyllabic Pseudowords. S. Pacton, M. Fayol, How Do French Children Use Morphosyntactic Information When They Spell Adverbs and Present Participles? T. Nunes, P. Bryant, J. Olsson, Learning Morphological and Phonological Spelling Rules: An Intervention Study.