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Contributions of prosodic sensitivity and morphological awareness to word level reading : a perceptual task development study /

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dc.contributor.author Thompson, Danielle en_US
dc.date.accessioned 2014-06-20T17:54:54Z
dc.date.available 2014-06-20T17:54:54Z
dc.date.issued 2011 en_US
dc.identifier.uri http://jewlscholar.mtsu.edu/handle/mtsu/4125
dc.description Adviser: Jwa K. Kim. en_US
dc.description.abstract Morphological awareness and prosodic sensitivity are metalinguistic skills, which have been shown to be significant predictors of word level reading in children (Clin, Wade-Woolley, Heggie, 2009; Jarmulowizc, Tarran, & Hay, 2007). The current studies first validated an experimental auditory lexical decision task for prosodic sensitivity to stress shifting in words and pseudowords; secondly, they validated a stress perception task for words; and third, they validated a morphological awareness task. The relationship between prosodic sensitivity, morphological awareness, and reading tasks was also analyzed. Results of the first study indicated that the experimental prosodic sensitivity task accounted for 9% of the variance in word level reading outcomes and that it was significant for real words but not pseudowords. The contribution of prosodic sensitivity to stress shifts in real words was unique when controlling for age, vocabulary, and morphological awareness. This study also found that morphological awareness predicted an additional 4% of the variance in word reading outcomes. en_US
dc.description.abstract The results of the second study found that the prosodic sensitivity to accurate stress and morphological awareness were not significant predictors in word or passage level outcomes. Although both metalinguistic skills were not significant predictors when individually predicting unique contributions in word level outcomes, they were found to be significant components in a metalinguistic factor through factor analysis. This metalinguistic factor was found to significantly predict 5% of the comprehension outcomes for children in 3, 4, and 5 grades. These findings strengthen the notion that word storage is a highly dependent on integration and interrelatedness in the processing of linguistic information. en_US
dc.publisher Middle Tennessee State University en_US
dc.subject.lcsh Reading, Psychology of en_US
dc.subject.lcsh Language awareness en_US
dc.subject.lcsh Psycholinguistics en_US
dc.subject.lcsh Education, Reading en_US
dc.subject.lcsh Language, Linguistics en_US
dc.subject.lcsh Psychology, Psychometrics en_US
dc.title Contributions of prosodic sensitivity and morphological awareness to word level reading : a perceptual task development study / en_US
dc.type Dissertation en_US
dc.thesis.degreelevel Doctoral en_US
dc.thesis.degreegrantor Middle Tennessee State University en_US
dc.description.degree Ph.D. en_US
dc.contributor.department Psychology en_US


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