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Written Morphological Complexity: Examining Links to Morphological Knowledge, Vocabulary, and Reading Comprehension.

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Title: Written Morphological Complexity: Examining Links to Morphological Knowledge, Vocabulary, and Reading Comprehension.
Authors: Wood, Carla1 (AUTHOR) carla.wood@cci.fsu.edu, Garcia-Salas, Miguel1 (AUTHOR), Hines, Kiana1 (AUTHOR), Schatschneider, Christopher1 (AUTHOR)
Source: Communication Disorders Quarterly. Aug2026, Vol. 47 Issue 4, p179-187. 9p.
Subject Terms: *Reading, *Statistical correlation, *Language disorders, *Research, *Vocabulary, *Language acquisition, *Written communication, *Educational attainment, Cross-sectional method, Pearson correlation (Statistics), Research funding, Multiple regression analysis, Fisher exact test, Descriptive statistics, Linguistics, Data analysis software
Geographic Terms: United States
Abstract: The current study aimed to examine students' use of morphologically complex words in writing in relation to performance on other language tasks. In this study, language-learning data were collected on 490 students in U.S. fifth-grade classrooms. Measures included morphologically complex word (MCW) use in expository writing, decomposition and nonword derivation tasks, and general vocabulary and reading comprehension. There were significant small to moderate positive correlations between written MCW use and performance on decomposition and nonword MK tasks for students without developmental language disorders. For students with a developmental language-learning disorder (DLD), written MCW use was significantly correlated with decomposition skills. The measures of interest accounted for 18.34% of the variance in student MCW use, with the decomposition task as the only variable contributing unique variance. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:The current study aimed to examine students' use of morphologically complex words in writing in relation to performance on other language tasks. In this study, language-learning data were collected on 490 students in U.S. fifth-grade classrooms. Measures included morphologically complex word (MCW) use in expository writing, decomposition and nonword derivation tasks, and general vocabulary and reading comprehension. There were significant small to moderate positive correlations between written MCW use and performance on decomposition and nonword MK tasks for students without developmental language disorders. For students with a developmental language-learning disorder (DLD), written MCW use was significantly correlated with decomposition skills. The measures of interest accounted for 18.34% of the variance in student MCW use, with the decomposition task as the only variable contributing unique variance. [ABSTRACT FROM AUTHOR]
ISSN:15257401
DOI:10.1177/15257401251401569