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  • Title: Contributions of morphological awareness skills to word-level reading and spelling in first-grade children with and without speech sound disorder.
    Author: Apel K, Lawrence J.
    Journal: J Speech Lang Hear Res; 2011 Oct; 54(5):1312-27. PubMed ID: 21386040.
    Abstract:
    PURPOSE: In this study, the authors compared the morphological awareness abilities of children with speech sound disorder (SSD) and children with typical speech skills and examined how morphological awareness ability predicted word-level reading and spelling performance above other known contributors to literacy development. METHOD: Eighty-eight first-grade students--44 students with SSD and no known history of language deficiencies, and 44 students with typical speech and language skills--completed an assessment battery designed to measure speech sound production, morphological awareness, phonemic awareness, letter-name knowledge, receptive vocabulary, word-level reading, and spelling abilities. RESULTS: The children with SSD scored significantly lower than did their counterparts on the morphological awareness measures as well as on phonemic awareness, word-level reading, and spelling tasks. Regression analyses suggested that morphological awareness predicted significant unique variance on the spelling measure for both groups and on the word-level reading measure for the children with typical skills. CONCLUSION: These results suggest that children with SSD may present with a general linguistic awareness insufficiency, which puts them at risk for difficulties with literacy and literacy-related tasks.
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