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Direct linkYoojin Chung; Andrea Révész – Language Teaching Research, 2024
This study examined the extent to which textual enhancement incorporated into the post-task stage of task-based reading lessons can promote development in second language (L2) grammatical knowledge. The participants were 49 child language learners who participated in task-based reading lessons in their own classroom contexts. They were randomly…
Descriptors: Second Language Learning, Child Language, Morphemes, Prior Learning
Casalis, S.; Deacon, S. H.; Pacton, S. – Applied Psycholinguistics, 2011
This study examined the relationship between morphological awareness and spelling. We show that French children in Grades 3 and 4 appear to use morphological information in spelling; spelling of sounds for which there are several alternatives was more accurate in derived than in nonderived words. The link between morphological awareness and…
Descriptors: Spelling, Morphology (Languages), Grade 3, Grade 4
