JSLHR
HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
QUICK SEARCH:   [advanced]


     

Journal of Speech, Language, and Hearing Research Vol.50 1593-1605 December 2007. doi:10.1044/1092-4388(2007/107)
© American Speech-Language-Hearing Association
This Article
Right arrow Full Text
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow My Folders
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Jarmulowicz, L.
Right arrow Articles by Hay, S. E.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Jarmulowicz, L.
Right arrow Articles by Hay, S. E.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Facebook   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Third Graders' Metalinguistic Skills, Reading Skills, and Stress Production in Derived English Words

Linda Jarmulowicz
Valentina L. Taran
Sarah E. Hay
The University of Memphis

Contact author: Linda Jarmulowicz, Assistant Professor, The University of Memphis School of Audiology and Speech-Language Pathology, 807 Jefferson Avenue, Memphis, TN 38105. E-mail: ljrmlwcz{at}memphis.edu.

Purpose: This study examined relationships between 3rd graders' metalinguistic skills (phonological and morphological awareness), reading skills (decoding and word identification), and accurate stress production in derived words with stress-changing suffixes.

Method: Seventy-six typically developing 3rd-grade children (M = 8;8[years;months]) participated in a battery of tests measuring general oral language ability, phonological and morphological awareness skills, reading skills, and derived word production.

Results: Significant positive correlations between stress accuracy in derived words and all other measures were found. Two multiple regressions were run, one with stress accuracy as the outcome variable and the other with decoding as the outcome variable. Metalinguistic and decoding skills independently accounted for a significant proportion of the variance in derived word stress production beyond that accounted for by age and general oral language ability. When decoding was the outcome variable, accurate stress production explained a significant amount of variance (11%) after phonological and morphological awareness were controlled.

Conclusion: The relationship between accurate stress production and decoding appears to be strong and bidirectional. Possibly, the stress accuracy measure taps into another level of phonological awareness (i.e., morphophonological awareness), which develops later than typical segmental measures of phonological awareness.

KEY WORDS: literacy, morphology, normal language development, elementary school children


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Facebook Facebook   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?




HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
All ASHA Journals AJA AJSLP JSLHR LSHSS
Copyright © 2007 by the American Speech-Language-Hearing Association.