Read Writ (2018) 31:1685–1694 https://doi.org/10.1007/s11145-018-9866-1 Morphological awareness and literacy in second language learners: a cross-language perspective 1 2 Xi Chen Mila Schwartz Published online: 4 June 2018 Springer Science+Business Media B.V., part of Springer Nature 2018 Morphological awareness refers to the ability to understand morpheme meaning and reﬂect on morphemic structure of words (Carlisle, 1995). The concept of morphological awareness becomes even more complex when Carlisle’s (1995) deﬁnition is applied to the three types of morphology: inﬂection, derivation, and compound. Within each type of morphology, we need to consider both meaning and structural awareness when we examine the role of morphological awareness in literacy development. Morphological systems vary considerably across different languages. For example, English has a relatively developed derivational system but few inﬂections. Hebrew and Arabic are characterized by rich inﬂectional and derivational morphology. The majority of words are compounds in Chinese, which contains few derived or inﬂected words. Furthermore, morphology interacts with orthography in determining how morphological awareness may contribute to literacy outcomes. The English, Hebrew and Arabic writing systems are morpho- phonemic, encoding both phonemes and morphemes. As a result, morphological awareness helps children understand the semantic relations between words despite differences in phonological structure, e.g.,
Reading and Writing – Springer Journals
Published: Jun 4, 2018
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