Read Writ (2010) 23:257–262 DOI 10.1007/s11145-008-9151-9 Review of Nunes, T., and Bryant, P. (2006). Improving literacy by teaching morphemes. London: Routledge Joanne F. Carlisle Published online: 24 October 2008 Springer Science+Business Media B.V. 2008 One curious feature of literacy instruction is the relative lack of attention to systematic instruction in areas of language known to be related to reading and spelling achievement, other than phonemic awareness and, perhaps, vocabulary. One particular area that is seldom part of the literacy curriculum is morphology. While researchers have reported signiﬁcant associations between children’s morphological awareness and their reading and spelling ability (e.g., Carlisle, 1988, 2002; Henry, 1989; Mann & Singson, 2003) or explored the beneﬁts of an experimental program (e.g., Arnbak & Elbro, 2000), only a few programs of instruction in morphology or morphological awareness have been subjected to systematic study (e.g., Baumann et al., 2002). As a result, the gap between the ﬁndings of basic research and the availability of research-supported educational programs is pronounced. This gap has become smaller with the publication of Terezinha Nunes and Peter Bryant’s book, Improving literacy by teaching morphemes (Nunes & Bryant, 2006). Their book provides a readable and engaging account of a series of
Reading and Writing – Springer Journals
Published: Oct 24, 2008
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