Affix Meaning Knowledge in First Through Third Grade Students Purpose We examined grade-level differences in 1st- through 3rd-grade students' performance on an experimenter-developed affix meaning task (AMT) and determined whether AMT performance explained unique variance in word-level reading and reading comprehension, beyond other known contributors to reading development. Method Forty students at each grade level completed an ... Research Article
Research Article  |   April 01, 2016
Affix Meaning Knowledge in First Through Third Grade Students
 
Author Affiliations & Notes
  • Kenn Apel
    University of South Carolina, Columbia
  • Victoria Suzanne Henbest
    University of South Carolina, Columbia
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Kenn Apel: kennapel@sc.edu
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: Teresa Ukrainetz
    Associate Editor: Teresa Ukrainetz×
Article Information
Development / Attention, Memory & Executive Functions / Speech, Voice & Prosody / Research Articles
Research Article   |   April 01, 2016
Affix Meaning Knowledge in First Through Third Grade Students
Language, Speech, and Hearing Services in Schools, April 2016, Vol. 47, 148-156. doi:10.1044/2016_LSHSS-15-0050
History: Received July 6, 2015 , Revised October 7, 2015 , Accepted December 20, 2015
 
Language, Speech, and Hearing Services in Schools, April 2016, Vol. 47, 148-156. doi:10.1044/2016_LSHSS-15-0050
History: Received July 6, 2015; Revised October 7, 2015; Accepted December 20, 2015

Purpose We examined grade-level differences in 1st- through 3rd-grade students' performance on an experimenter-developed affix meaning task (AMT) and determined whether AMT performance explained unique variance in word-level reading and reading comprehension, beyond other known contributors to reading development.

Method Forty students at each grade level completed an assessment battery that included measures of phonological awareness, receptive vocabulary, word-level reading, reading comprehension, and affix meaning knowledge.

Results On the AMT, 1st-grade students were significantly less accurate than 2nd- and 3rd-grade students; there was no significant difference in performance between the 2nd- and 3rd-grade students. Regression analyses revealed that the AMT accounted for 8% unique variance of students' performance on word-level reading measures and 6% unique variance of students' performance on the reading comprehension measure, after age, phonological awareness, and receptive vocabulary were explained.

Conclusion These results provide initial information on the development of affix meaning knowledge via an explicit measure in 1st- through 3rd-grade students and demonstrate that affix meaning knowledge uniquely contributes to the development of reading abilities above other known literacy predictors. These findings provide empirical support for how students might use morphological problem solving to read unknown multimorphemic words successfully.

Acknowledgments
This study was funded by the University of South Carolina Office of the Vice President of Research ASPIRE program.
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