Articles that cite this article:

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

Articles that cite this article (and are available online) include:

Carlisle, J.F., & Katz, L.A. (2006). Effects of word and morpheme familiarity on reading of derived words. Reading and Writing, 19, 669. doi:10.1007/s11145-005-5766-2

Deacon, S., Parrila, R., & Kirby, J.R. (2006). Processing of derived forms in high-functioning dyslexics. Annals of Dyslexia, 56, 103. doi:10.1007/s11881-006-0005-3

Ebbers, S.M., & Denton, C.A. (2008). A Root Awakening: Vocabulary Instruction for Older Students with Reading Difficulties. Learning Disabilities Research & Practice, 23, 90. doi:10.1111/j.1540-5826.2008.00267.x

JARMULOWICZ, L., TARAN, V.L., & HAY, S.E. (2008). Lexical frequency and third-graders' stress accuracy in derived English word production. Applied Psycholinguistics, 29, doi:10.1017/S0142716407080101

Jarmulowicz, L., Hay, S.E., Taran, V.L., & Ethington, C.A. (2008). Fitting derivational morphophonology into a developmental model of reading. Reading and Writing, 21, 275. doi:10.1007/s11145-007-9073-y

Kieffer, M.J., & Lesaux, N.K. (2007). The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners. Reading and Writing, doi:10.1007/s11145-007-9092-8

Leong, C. (2005). Editor’s commentary. Annals of Dyslexia, 55, 135. doi:10.1007/s11881-005-0007-6

Reed, D.K. (2008). A Synthesis of Morphology Interventions and Effects on Reading Outcomes for Students in Grades K–12. Learning Disabilities Research & Practice, 23, 36. doi:10.1111/j.1540-5826.2007.00261.x