Abstract of

Exploring the Role of Morphemes in Word Reading

Joanne F. Carlisle, University of Michigan, Ann Arbor, USA

C. Addison Stone, University of Michigan, Ann Arbor

Two studies were designed to investigate the role of morphemic structure on students' word reading. The first study asked whether familiar morphemes in words facilitate word reading for elementary students. Results showed that lower and upper elementary students read words with two morphemes (derived words with a base word and one suffix, such as shady) faster than words with one morpheme (e.g., lady). The second study was designed to investigate the effects of phonological transparency on middle and high school students' reading of derived words. Results showed that phonologically transparent words, words in which a base form is intact in the pronunciation of the derived word (e.g., classic in classical), were recognized and read faster than derived words that are less phonologically transparent (e.g., colonial), pinpointing an aspect of morphemic structure that affects reading derived words. The results indicate that reading derived words is not accomplished solely by familiarity with letter-sound associations or syllables; morphemes also play a role. Results also suggest value in emphasizing morphemic structure in models of word-reading acquisition.

Abstract from Carlisle, J.F., & Stone, C. (2005, October/November/December). Exploring the Role of Morphemes in Word Reading. Reading Research Quarterly, 40(4), 428–449. doi: 10.1598/RRQ.40.4.3