Typically, in the primary grades, there is a greater emphasis on narrative rather than expository text structure, an imbalance that may be detrimental to the literacy development of children more motivated by expository than narrative text. Contributing to this imbalance is the view that the higher vocabulary loads associated with expository text could affect comprehension negatively. Yet studies with children at the upper elementary level indicate that knowledge of the meaning of derivational suffixes is significantly related to the development of vocabulary knowledge and hence, reading comprehension. According to Singson, Mahony and Mann’s (2000: 241) findings for children in grades three to six, such knowledge, offered “a separate contribution to reading performance above and beyond what is furnished by vocabulary and phonological skills”. This study investigates whether the relationship found between the foregoing variables for children in grades three to six is the same for children in grades one and two. If so, then one may hypothesize that enhancing knowledge of derivational suffixes at the primary level could facilitate earlier introduction of expository texts into the primary curriculum.
|Keywords:||Morphological Awareness and Reading Proficiency, Knowledge of Derivational Suffixes and Reading Proficiency, Reading Strategies, Word Meaning Strategies, Morphological Analysis and Reading|
Adjunct Associate Professor, Department of Psychology, The University of Alberta, Calgary, Alberta, Canada
Professor, Department of Psychology, The University of Alberta, Alberta, Canada
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