You are here

Differences in Morphological Awareness Skills Between Children with Phonological Impairment and Children with Typical Development

Title: Differences in Morphological Awareness Skills Between Children with Phonological Impairment and Children with Typical Development.
56 views
16 downloads
Name(s): Lawrence, Jessika Michelle, author
Apel, Kenn, professor directing dissertation
Lang, Laura, outside committee member
Goldstein, Howard, committee member
Thomas-Tate, Shurita, committee member
School of Communication, degree granting department
Florida State University, degree granting institution
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2008
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Children with phonological impairment (PI) are at increased risk for reading and spelling difficulties. To date, research has focused primarily on the phonological awareness abilities of children with PI as means of examining factors that impact their literacy development. However, research in the area of morphological awareness indicates that it is an essential skill, beyond phonological awareness, necessary for the successful acquisition of reading and spelling. This study investigated the morphological awareness abilities of children with PI as little is known about their morphological awareness skills. By examining the morphological awareness of children with PI, a better understanding of factors that might place these students at risk for reading and spelling difficulties can be developed. Eighty-eight first grade students, 44 students with PI, or a history of PI, and 44 students with typical speech and language skills (TD), were recruited as participants. All participants completed an assessment battery designed to measure expressive phonology, morphological awareness, phonological awareness, letter-name knowledge, receptive vocabulary, reading, and spelling. Descriptive quantitative research methods were used to answer the study's research questions. Specifically, independent samples t-tests were used to determine whether there were differences in morphological awareness abilities between students with PI and students with TD. Regression analyses were used to determine whether the morphological awareness of children with PI and children with typical development account for significant independent variance on measures of reading and spelling. Results from the t-tests suggested significant differences between children with TD and children with PI on all measures of morphological awareness. Regression analyses suggested morphological awareness predicted significant unique variance on the spelling measure for both groups as well as for reading for children with TD; morphological awareness did not significantly predict additional variance on the reading measure for children with PI. Results indicate that children with PI are significantly outperformed by typically developing peers on measures of morphological awareness. This gap in performance may help explain, to some extent, the differences in reading abilities between children with PI and children with TD.
Identifier: FSU_migr_etd-3250 (IID)
Submitted Note: A Dissertation submitted to the Department of Communication Disorders in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Degree Awarded: Spring Semester, 2008.
Date of Defense: April 2, 2008.
Keywords: Morphological Awareness, Phonological Impairment
Bibliography Note: Includes bibliographical references.
Advisory Committee: Kenn Apel, Professor Directing Dissertation; Laura Lang, Outside Committee Member; Howard Goldstein, Committee Member; Shurita Thomas-Tate, Committee Member.
Subject(s): Communication
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_migr_etd-3250
Owner Institution: FSU

Choose the citation style.
Lawrence, J. M. (2008). Differences in Morphological Awareness Skills Between Children with Phonological Impairment and Children with Typical Development. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-3250