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Part of
Theories of Reading Development
Edited by Kate Cain, Donald L. Compton and Rauno K. Parrila
[Studies in Written Language and Literacy 15] 2017
► pp. 437–462

Morphological instruction and literacy

Binding phonological, orthographic, and semantic features of words

| Queen’s University
| Queen’s University | WordWorks Literacy Centre, Wolfe Island, Ontario
Article outline
  • Morphological knowledge and why it should be related to literacy
    • Morphological knowledge
    • The morphophonemic nature of English
    • The binding agent theory of morphological knowledge
    • Automatic morphological processing
    • Morphological knowledge predicts literacy skills
  • Effects of morphological instruction
    • How has morphology been taught?
    • Overall effects of morphological instruction
    • When should morphological instruction be introduced?
    • For whom is morphological instruction appropriate?
    • Integration of morphological instruction with other aspects of literacy instruction
  • Designing morphological instruction: Theory and practice
    • General approach to morphological instruction
    • Tools for morphological instruction
    • Design principles and research questions for morphological instruction
  • Conclusion
  • References
Published online: 14 August 2017
DOI logo
https://doi.org/10.1075/swll.15.24kir
References

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