Synthesizing a range of studies on morphological processing from the past 30 years, this edited collection presents the current state of knowledge on morphological processing and defines classroom practices to help students conceptualise the role of morphology in reading, spelling, and vocabulary development. Research has increasingly indicated the importance of morphological tasks in relation to reading, spelling, and vocabulary acquisition in the classroom. Chapter authors present the theoretical considerations guiding morphological processing research to date, address the use of morphology with reference to different populations of learners, and propose effective and innovative instructional strategies for integrating morphology in the classroom.
Table of Contents
Rachel Berthiaume, Daniel Daigle & Alain Desrochers
PART I. Theoretical and Methodological Issues in Morphological Processing
Chapter 1. A Linguistic Analysis of Word Morphology
Laura M. Gonnerman
Chapter 2. Psycholinguistic Studies of Word Morphology and their Implications for Models of the Mental Lexicon and Lexical Processing
Laurie Beth Feldman and Petar Milin
Chapter 3. Morphological Processing Tasks and Measurement Issues
Rachel Berthiaume, Amélie Bourcier and Daniel Daigle
PART II. Morphological Knowledge and Processes
Chapter 4. The Acquisition of Inflectional Morphology in Children
Catherine Maynard, Catherine Brissaud and Françoise Armand
Chapter 5. The Acquisition of Derivational Morphology in Children
Anila Fejzo, Alain Desrochers and S. Hélène Deacon
Chapter 6. A Cross-Linguistic Analysis of the Role of Morphology in Reading Development
Lynne G. Duncan
Chapter 7. The Role of Morphology in Second Language Reading
Séverine Casalis and Eva Commissaire
Chapter 8. The Role of Morphology in Literacy Acquisition in Children with Dyslexia
Pauline Quémart and Séverine Casalis
Chapter 9. The Role of Morphology in Spelling Development
PART III: Implications for Educational Practices
Chapter 10. The Effects of Morphological Instruction on Vocabulary Learning, Reading, and Spelling
John R. Kirby and Peter N. Bowers
Chapter 11. Classroom Practices in Morphological Instruction
Daniel Daigle, Rachel Berthiaume, Noémia Ruberto and Julie A. Wolter
Rachel Berthiaume is Professor at the Faculty of Education of the Université de Montréal, Canada.
Daniel Daigle is Professor at the Faculty of Education of the Université de Montréal, Canada.
Alain Desrochers is Professor at the School of Psychology at University of Ottawa, Canada.