The place of morphology in learning to read in English.

doi:10.1016/J.CORTEX.2018.02.008

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The place of morphology in learning to read in English.

Journal Article•DOI•

The place of morphology in learning to read in English.

Kathleen Rastle¹•Institutions (1)

Royal Holloway, University of London¹

01 Jul 2019-Cortex (Elsevier)-Vol. 116, pp 45-54

TL;DR: The view that learning to appreciate morphological relationships may be a vital part of acquiring a direct mapping between printed words and their meanings, represented in the ventral brain pathway of the reading network is developed.

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About: This article is published in Cortex.The article was published on 2019-07-01 and is currently open access. It has received 91 citations till now. The article focuses on the topics: Reading (process) & Learning to read.

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Journal Article•DOI•

Ending the reading wars: reading acquisition from novice to expert

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Anne Castles¹, Kathleen Rastle², Kate Nation³•Institutions (3)

Macquarie University¹, Royal Holloway, University of London², Australian Research Council³

11 Jun 2018-Psychological Science in the Public Interest

TL;DR: A comprehensive tutorial review of the science of learning to read, spanning from children’s earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers is presented.

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447 citations

Cites background from "The place of morphology in learning..."

...Thus, the acquisition of morphological knowledge presents a dramatic advantage in acquiring the mapping between spelling and meaning (Rastle, 2018)....
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...Instead, we would predict that the benefits of explicit morphological instruction are more likely to be observed somewhat later in reading development, promoting learning as children accumulate the experience necessary to accomplish the direct mapping between spelling and meaning (Rastle, 2018)....
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..., 2010) suggest that children’s text experience in the first year of reading instruction consists overwhelmingly of words with a single morpheme (Rastle, 2018)....
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...Neural Pathways of Skilled Reading (adapted from Rastle, 2018) Much less research has considered how the brain changes through reading development....
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...Thus, the acquisition of morphological knowledge presents a dramatic advantage in acquiring the mapping between spelling and meaning (Rastle, 2018)....
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Journal Article•

Ending the Reading Wars: Reading Acquisition From Novice to Expert (vol 19, pg 5, 2018)

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Anne Castles, Kathleen Rastle, Kate Nation

01 Jan 2018-Psychological Science in the Public Interest

TL;DR: This article present a comprehensive tutorial review of the science of learning to read, spanning from children's earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers.

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Abstract: There is intense public interest in questions surrounding how children learn to read and how they can best be taught. Research in psychological science has provided answers to many of these questions but, somewhat surprisingly, this research has been slow to make inroads into educational policy and practice. Instead, the field has been plagued by decades of “reading wars.” Even now, there remains a wide gap between the state of research knowledge about learning to read and the state of public understanding. The aim of this article is to fill this gap. We present a comprehensive tutorial review of the science of learning to read, spanning from children’s earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers. We explain why phonics instruction is so central to learning in a writing system such as English. But we also move beyond phonics, reviewing research on what else children need to learn to become expert readers and considering how this might be translated into effective classroom practice. We call for an end to the reading wars and recommend an agenda for instruction and research in reading acquisition that is balanced, developmentally informed, and based on a deep understanding of how language and writing systems work.

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416 citations

Journal Article•DOI•

Children’s reading difficulties, language, and reflections on the simple view of reading

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Kate Nation¹•Institutions (1)

University of Oxford¹

25 Apr 2019-Australian Journal of Learning Difficulties

TL;DR: According to the Simple View of Reading, reading comprehension is a complex task which depends on a range of cognitive and linguistic processes as discussed by the authors, and this complexity can be captured as the product of two types of processes.

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Abstract: Reading comprehension is a complex task which depends on a range of cognitive and linguistic processes. According to the Simple View of Reading, this complexity can be captured as the product of tw...

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93 citations

Cites background from "The place of morphology in learning..."

...At the same time, however, skilled word recognition is highly sensitive to morphological regularities that are marked in the orthography, reminding us that English is a morphophonemic in nature (Rastle, 2019; Venezky, 1999)....
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...Once children can read, they have the opportunity to learn new words via reading (Nagy, Anderson, & Herman, 1987) and to absorb the rich morphological cues to meaning that are evident in spelling patterns (Rastle, 2018, Rastle, 2019)....
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Journal Article•DOI•

How morphology impacts reading and spelling: Advancing the role of morphology in models of literacy development

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Kyle Levesque¹, Helen L. Breadmore², S. Hélène Deacon¹•Institutions (2)

Dalhousie University¹, Coventry University²

01 Feb 2021-Journal of Research in Reading

68 citations

Journal Article•DOI•

Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review

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Katharina Galuschka¹, Ruth Görgen¹, Julia Kalmar², Stefan Haberstroh¹, Xenia Schmalz¹, Gerd Schulte-Körne¹ - Show less +2 more•Institutions (2)

Ludwig Maximilian University of Munich¹, Heidelberg University²

22 Jan 2020-Educational Psychologist

TL;DR: This article investigated the efficacy of spelling interventions for the remediation of dyslexia and spelling deficits, and found that theoretically important moderators, such as the taint moderators, were important for spelling interventions.

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Abstract: This systematic review and meta-analysis investigated the efficacy of spelling interventions for the remediation of dyslexia and spelling deficits. Theoretically important moderators, such as the t...

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59 citations

Cites background from "The place of morphology in learning..."

...This proposal is controversal, and the question of the right starting point of phonics, orthographic, or morphological instruction resulted in an ongoing theoretical debate in reading reasearch (Bowers & Bowers, 2018a, 2018b; Rastle, 2018; Rastle & Taylor, 2018)....
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References

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Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction

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Donald N. Langenberg

01 Jan 2000

TL;DR: An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction Table of Table 1.1 as discussed by the authors, and Table 2.1...

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Abstract: TEACHING CHILDREN TO READ: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction Table of

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5,111 citations

Book•

How the Mind Works

[...]

Steven Pinker¹•Institutions (1)

Massachusetts Institute of Technology¹

01 Jan 1997

TL;DR: Standard equipment thinking machines revenge of the nerds the mind's eye good ideas hotheads family values the meaning of life.

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Abstract: Standard equipment thinking machines revenge of the nerds the mind's eye good ideas hotheads family values the meaning of life.

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3,799 citations

"The place of morphology in learning..." refers background in this paper

...This spoken language knowledge is typically acquired before reading instruction begins, and is often viewed as more robust than knowledge of written language, as it is an inborn capacity served by dedicated neural hardware (Pinker, 1997)....
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Journal Article•DOI•

DRC: a dual route cascaded model of visual word recognition and reading aloud.

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Max Coltheart, Kathleen Rastle, Conrad Perry, Robyn Langdon, Johannes C. Ziegler - Show less +1 more

01 Jan 2001-Psychological Review

TL;DR: The DRC model is a computational realization of the dual-route theory of reading, and is the only computational model of reading that can perform the 2 tasks most commonly used to study reading: lexical decision and reading aloud.

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Abstract: This article describes the Dual Route Cascaded (DRC) model, a computational model of visual word recognition and reading aloud. The DRC is a computational realization of the dual-route theory of reading, and is the only computational model of reading that can perform the 2 tasks most commonly used to study reading: lexical decision and reading aloud. For both tasks, the authors show that a wide variety of variables that influence human latencies influence the DRC model's latencies in exactly the same way. The DRC model simulates a number of such effects that other computational models of reading do not, but there appear to be no effects that any other current computational model of reading can simulate but that the DRC model cannot. The authors conclude that the DRC model is the most successful of the existing computational models of reading.

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3,472 citations

Journal Article•DOI•

Decoding, Reading, and Reading Disability

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Philip B. Gough¹, William E. Tunmer¹•Institutions (1)

University of Texas at Austin¹

01 Jan 1986-Remedial and Special Education

TL;DR: In this paper, a simple model of reading is proposed, which holds that reading equals the product of decoding and comprehension, and it is argued that there must be three types of reading disability, resulting from an inability to decode or inability to comprehend, or both.

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Abstract: To clarify the role of decoding in reading and reading disability, a simple model of reading is proposed, which holds that reading equals the product of decoding and comprehension. It follows that there must be three types of reading disability, resulting from an inability to decode, an inability to comprehend, or both. It is argued that the first is dyslexia, the second hyperlexia, and the third common, or garden variety, reading disability.

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3,112 citations

Journal Article•DOI•

How the Mind Works

[...]

D. Terence Langendoen, Steven Pinker

01 Mar 1999-Language

TL;DR: In this article, the authors describe the meaning of life as "standard equipment thinking machines revenge of the nerds the mind's eye good ideas good ideas hotheads family values the meaning" and describe a family with three children.

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Abstract: Standard equipment thinking machines revenge of the nerds the mind's eye good ideas hotheads family values the meaning of life.

...read moreread less

2,956 citations