南開科技大學圖書館 |

Language: 繁體中文

說明(常見問題)

南開科技大學

圖書館首頁

編目中圖書申請

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

An investigation of the relationship...

Katz, Lauren Ashley.

An investigation of the relationship of morphological awareness to reading comprehension in fourth and sixth graders.

紀錄類型:	書目-電子資源 : 單行本
正題名/作者:	An investigation of the relationship of morphological awareness to reading comprehension in fourth and sixth graders./
作者:	Katz, Lauren Ashley.
面頁冊數:	236 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2138.
Contained By:	Dissertation Abstracts International65-06A.
標題:	Education, Reading. -
電子資源:	Download fulltext (下載全文)
ISBN:	0496853627

An investigation of the relationship of morphological awareness to reading comprehension in fourth and sixth graders.
Katz, Lauren Ashley.

An investigation of the relationship of morphological awareness to reading comprehension in fourth and sixth graders. - 236 p.

Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2138.

Thesis (Ph.D.)--University of Michigan, 2004.

The aim of this study was to examine the influences of different types of morphological awareness on the reading comprehension abilities of fourth and sixth graders. Participants' morphological awareness skills were assessed with four different experimental measures of morphological awareness. The measures varied on two primary dimensions: the metalinguistic demands required and the type of derivational knowledge tapped (i.e., relational knowledge and/or syntactic/distributional knowledge). Structural Equation Modeling was used to test a model of reading comprehension that included these four measures of morphological awareness. Other variables included in the model were nonword decoding, picture vocabulary, morphologically complex word reading, and general word reading. Reading comprehension, as assessed by a standardized cloze-format task, was represented in the model as the final outcome. Overall, the model accounted for 51% of the variance in reading comprehension. The results also showed that two of the morphological awareness measures significantly and directly affected the reading of morphologically complex words and reading comprehension for both grades. Moreover, the results seemed to suggest that it is the ability to process both the semantic and syntactic aspects of morphology (i.e., relational knowledge and syntactic/distributional knowledge) that is most important for reading comprehension in the middle-to-late elementary grades.

ISBN: 0496853627Subjects--Topical Terms:

1000005408
Education, Reading.

An investigation of the relationship of morphological awareness to reading comprehension in fourth and sixth graders.
LDR:02467nmm 2200289 4500 001 1000004295
005 20051102155243.5
008 141201s2004 eng d
020 $a 0496853627
035 $a (UnM)AAI3138192
035 $a AAI3138192
040 $a UnM $c UnM{me_controlnum}
100 1 $a Katz, Lauren Ashley. $3 1000005610
245 1 3 $a An investigation of the relationship of morphological awareness to reading comprehension in fourth and sixth graders.
300 $a 236 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2138.
500 $a Chair: Joanne F. Carlisle.
502 $a Thesis (Ph.D.)--University of Michigan, 2004.
520 $a The aim of this study was to examine the influences of different types of morphological awareness on the reading comprehension abilities of fourth and sixth graders. Participants' morphological awareness skills were assessed with four different experimental measures of morphological awareness. The measures varied on two primary dimensions: the metalinguistic demands required and the type of derivational knowledge tapped (i.e., relational knowledge and/or syntactic/distributional knowledge). Structural Equation Modeling was used to test a model of reading comprehension that included these four measures of morphological awareness. Other variables included in the model were nonword decoding, picture vocabulary, morphologically complex word reading, and general word reading. Reading comprehension, as assessed by a standardized cloze-format task, was represented in the model as the final outcome. Overall, the model accounted for 51% of the variance in reading comprehension. The results also showed that two of the morphological awareness measures significantly and directly affected the reading of morphologically complex words and reading comprehension for both grades. Moreover, the results seemed to suggest that it is the ability to process both the semantic and syntactic aspects of morphology (i.e., relational knowledge and syntactic/distributional knowledge) that is most important for reading comprehension in the middle-to-late elementary grades.
590 $a School code: 0127.
650 4 $a Education, Reading. $3 1000005408
650 4 $a Psychology, Cognitive. $3 1000005612
650 4 $a Health Sciences, Speech Pathology. $3 1000005613
690 $a 0535
690 $a 0633
690 $a 0460
710 2 0 $a University of Michigan. $3 1000005611
773 0 $t Dissertation Abstracts International $g 65-06A.
790 1 0 $a Carlisle, Joanne F., $e advisor
790 $a 0127
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3138192 $z Download fulltext (下載全文)