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Preschool morphological training produces long-term improvements in reading comprehension
Lyster, Solveig-Alma H. Lervag, Arne Hulme, Charles
Lyster, Solveig-Alma H.
Lervag, Arne
Hulme, Charles
Abstract
We evaluated the effect of morphological awareness training delivered in preschool (8 months before school entry) on reading ability at the end of grade 1 and 5 years later (in Grade 6). In preschool, one group of children received morphological awareness training, while a second group received phonological awareness training. A control group followed the ordinary preschool curriculum. The comparison between each training condition and the control condition is quasi experimental, whereas the comparison between the morphological and phonological treatments is randomized at group level. In Grade 1 children in the morphological awareness training group had significantly higher scores than children in the control group on both word reading and text reading measures, but no differences were found between the experimental groups. In Grade 6 children in the morphological awareness training group had significantly higher scores compared with the control group on a latent measure of reading comprehension, whereas the children in the phonological awareness training group did not differ from the controls; although the experimental groups did not differ significantly from each other. The results suggest that early training in morphological awareness can have long-term effects on children’s literacy skills.
Keywords
Morphological awareness training, Reading comprehension, Follow-up study, Preschool intervention, Intervention effect
Date
2016
Type
Journal article
Journal
Reading and Writing
Book
Volume
29
Issue
6
Page Range
1269-1288
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled