View in EDS

Frequency, Effectiveness and Contribution of Morphological Knowledge Use in Morpheme Spelling Among French-Speaking Fourth Graders.

Saved in:
Bibliographic Details
Title: Frequency, Effectiveness and Contribution of Morphological Knowledge Use in Morpheme Spelling Among French-Speaking Fourth Graders.
Authors: Fejzo, Anila1 (AUTHOR) fejzo.anila@uqam.ca, Saidane, Rihab2 (AUTHOR), Whissell-Turner, Kathleen1 (AUTHOR)
Source: Journal of Psycholinguistic Research. Jun2026, Vol. 55 Issue 3, p1-20. 20p.
Subject Terms: *Spelling ability, *Fourth grade (Education), *Teaching methods, Morphemics, French-speaking people
Abstract: The present study examined how frequently children report using morphological knowledge and the extent to which such use influences morpheme spelling accuracy. One hundred fifty-one French-speaking fourth graders were asked to spell polymorphemic words containing inconsistent graphemes in prefixes, roots, and suffixes. Following the spelling task, participants were asked to explain how they spelled the target morphemes. Multilevel logistic regression analyses (GLIMMIX) revealed that fourth graders relied most heavily on morphological knowledge when spelling morphemes. Moreover, morpheme spelling was 16.5 times more accurate when morphological knowledge was used compared to other spelling strategies or the absence of an identifiable strategy. Importantly, the effectiveness of morphological strategy use did not differ significantly across morpheme categories. Overall, these findings provide evidence for the role of morphological knowledge in morpheme spelling and contribute to refining models of spelling. Implications for research and educational practice are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Psycholinguistic Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:The present study examined how frequently children report using morphological knowledge and the extent to which such use influences morpheme spelling accuracy. One hundred fifty-one French-speaking fourth graders were asked to spell polymorphemic words containing inconsistent graphemes in prefixes, roots, and suffixes. Following the spelling task, participants were asked to explain how they spelled the target morphemes. Multilevel logistic regression analyses (GLIMMIX) revealed that fourth graders relied most heavily on morphological knowledge when spelling morphemes. Moreover, morpheme spelling was 16.5 times more accurate when morphological knowledge was used compared to other spelling strategies or the absence of an identifiable strategy. Importantly, the effectiveness of morphological strategy use did not differ significantly across morpheme categories. Overall, these findings provide evidence for the role of morphological knowledge in morpheme spelling and contribute to refining models of spelling. Implications for research and educational practice are discussed. [ABSTRACT FROM AUTHOR]
ISSN:00906905
DOI:10.1007/s10936-026-10222-3