Assessing Direct Contributions of Morphological Awareness and Prosodic Sensitivity to Children’s Word Reading and Reading Comprehension

Storm Héléne Deacon; Andrew John Holliman; Graeme John Dobson; Emily Charlotte Jane Harrison

doi:10.1080/10888438.2018.1483376

Assessing Direct Contributions of Morphological Awareness and Prosodic Sensitivity to Children’s Word Reading and Reading Comprehension

Storm Héléne Deacon^*, Andrew John Holliman, Graeme John Dobson, Emily Charlotte Jane Harrison

^*Corresponding author for this work

Coventry University

Research output: Contribution to journal › Article › peer-review

30 Citations (SciVal)

Original language	English
Pages (from-to)	527-534
Number of pages	8
Journal	Scientific Studies of Reading
Volume	22
Issue number	6
DOIs	https://doi.org/10.1080/10888438.2018.1483376
Publication status	Published (VoR) - 2 Nov 2018

Funding

This work was supported by the British Academy. We gratefully acknowledge the support of the schools, teachers, parents, and children who took part in this study. We also thank Ashley Bloom for his contribution to this work. Part of this research was supported by a grant to Holliman from the British Academy.

Access to Document

10.1080/10888438.2018.1483376

Cite this

@article{903096f4a8b44b3c9f8f444129dd65ea,

title = "Assessing Direct Contributions of Morphological Awareness and Prosodic Sensitivity to Children{\textquoteright}s Word Reading and Reading Comprehension",

author = "Deacon, \{Storm H{\'e}l{\'e}ne\} and Holliman, \{Andrew John\} and Dobson, \{Graeme John\} and Harrison, \{Emily Charlotte Jane\}",

note = "Funding Information: This work was supported by the British Academy. We gratefully acknowledge the support of the schools, teachers, parents, and children who took part in this study. We also thank Ashley Bloom for his contribution to this work. Part of this research was supported by a grant to Holliman from the British Academy. Publisher Copyright: {\textcopyright} 2018, {\textcopyright} 2018 Society for the Scientific Study of Reading.",

year = "2018",

month = nov,

day = "2",

doi = "10.1080/10888438.2018.1483376",

language = "English",

volume = "22",

pages = "527--534",

journal = "Scientific Studies of Reading",

issn = "1088-8438",

publisher = "Taylor and Francis Group",

number = "6",

}

TY - JOUR

T1 - Assessing Direct Contributions of Morphological Awareness and Prosodic Sensitivity to Children’s Word Reading and Reading Comprehension

AU - Deacon, Storm Héléne

AU - Holliman, Andrew John

AU - Dobson, Graeme John

AU - Harrison, Emily Charlotte Jane

N1 - Funding Information: This work was supported by the British Academy. We gratefully acknowledge the support of the schools, teachers, parents, and children who took part in this study. We also thank Ashley Bloom for his contribution to this work. Part of this research was supported by a grant to Holliman from the British Academy. Publisher Copyright: © 2018, © 2018 Society for the Scientific Study of Reading.

PY - 2018/11/2

Y1 - 2018/11/2

UR - https://www.scopus.com/pages/publications/85051819464

UR - https://www.scopus.com/inward/citedby.url?scp=85051819464&partnerID=8YFLogxK

U2 - 10.1080/10888438.2018.1483376

DO - 10.1080/10888438.2018.1483376

M3 - Article

AN - SCOPUS:85051819464

SN - 1088-8438

VL - 22

SP - 527

EP - 534

JO - Scientific Studies of Reading

JF - Scientific Studies of Reading

IS - 6

ER -

Assessing Direct Contributions of Morphological Awareness and Prosodic Sensitivity to Children’s Word Reading and Reading Comprehension

Funding

Access to Document

Other files and links

Fingerprint

REF2021 04Z_ICS_A: Is there a right way to learn to read? Embedding rhythmic activities into literacy tuition

Cite this

Assessing Direct Contributions of Morphological Awareness and Prosodic Sensitivity to Children’s Word Reading and Reading Comprehension

Funding

Access to Document

Other files and links

Fingerprint

Impacts

REF2021 04Z_ICS_A: Is there a right way to learn to read? Embedding rhythmic activities into literacy tuition

Cite this