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Morphological Knowledge and Early Writing Ability
Faculty Publications
  • Hyla Rubin, The College of New Rochelle
Document Type
Publication Date
Division of Education
Graduate School
This study assesscd the morphological knowledge of kindergarteners and first graders in relation to their early writing ability. hlorphological knowledge was investigated bemuse, in order to write, children need to understand that words are composed of morphemes and phonemes, and because poor writers have particular difficulty with inflected forms of words. Kindeqarteners and f m t graders were grouped by their implicit understanding of morphology and were given tests of dictated spelling and morphological analysis. First graders with poor implicit morphological knowledge omitted more inflectional morphemes in writing and wcre less able to identify base morphemes in spoken words than kindergarteners and first graders with higher levels of implicit morphological knowledge. The results demonstrate the importance of morphological knowledge in the development of written language proficiency.
Copyright/Permission Statement

With permission of Sage Publishers.

Citation Information
Rubin, H. (1988). Morphological knowledge and early writing ability. Language and Speech, 31, 337-355.