Developing a Morphological Awareness Test and Determining Its Psychometric Properties for Persian-Speaking Students
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Abstract
Introduction: Morphological awareness (MA) refers to the ability of conscious manipulation of morphemes (minimal meaningful units of language). There is no test for assessing MA in Persian. Therefore, this study aims to develop a morphological awareness test (MAT) and determine its psychometric properties in elementary school students.
Materials and Methods: This methodological research study was performed in 2 phases. The first phase of the current study involved studying articles to extract Persian morphemes for designing a MAT. A draft of MAT was developed. In the second phase, to determine content validity, the MAT was given to 7 experts. The content validity ratio and content validity index (CVI) were calculated. Intra-class correlation and Cronbach alpha were calculated for determining test-retest reliability and internal consistency, respectively. To determine discriminant validity, 20 dyslexic students were compared with 31 normal readers using the Mann-Whitney U test.
Results: CVI was reported 0.94. Test-retest reliability results showed that there were statistically significant differences (P<0.005) between two times in 7 subtests out of 10. Internal consistency was reported as 0.70. The results of discriminant validity showed that there was a statistically significant difference between normal and dyslexia groups in all MA subtests (P<0.005).
Conclusion: The amount of CVI showed that the test can examine MA skills. The inconsistency between test-retest results proved the influence of experience. The internal consistency of the test was acceptable. The appropriate discriminant validity results showed that the test can distinguish between normal and dyslexic groups. Therefore, the Persian MAT is a valid and reliable tool for the assessment of MA skills.
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2. Carlisle JF. Morphology matters in learning to read: A commentary. Reading Psychology. 2003;24(3-4):291-322.
3. Perry JR, Kaye AS. Persian morphology. Morphologies of Asia and Africa. 2007;2:975-1019.
4. Carlisle JF. Fostering morphological processing, vocabulary development, and reading comprehension. Vocabulary acquisition: Implications for reading comprehension. 2007:78-103.
5. Carlisle JF. Effects of instruction in morphological awareness on literacy achievement: An integrative review. Reading Research Quarterly. 2010;45(4):464-87.
6. Berninger VW, Abbott RD, Nagy W, Carlisle J. Growth in phonological, orthographic, and morphological awareness in grades 1 to 6. Journal of psycholinguistic research. 2010;39(2):141-63.
7. Carlisle JF, Nomanbhoy DM. Phonological and morphological awareness in first graders. Applied psycholinguistics. 1993;14(02):177-95.
8. Kirby JR, Deacon SH, Bowers PN, Izenberg L, Wade-Woolley L, Parrila R. Children’s morphological awareness and reading ability. Reading and Writing. 2012;25(2):389-410.
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10. Taghva K, Beckley R, Sadeh M, editors. A stemming algorithm for the farsi language. Information Technology: Coding and Computing, 2005 ITCC 2005 International Conference on; 2005: IEEE.
11. Qasemizadeh B. Farsi e-Orthography: An Example of e-Orthography Concept. Improving Non English Web Searching (iNEWS’07). 2007:62.
12. ghatre Fariba. characteristics of inflectional morphology in contemporary persian language. persian language and literature Academy. 2008.
13. sadeghi Ali ashraf. ways of word construction in contemporary persian language, . knowledge publish, . 1992.
14. Mirahadi SS, Soleymani Z, Alayiaboozar E, Dadgar H. Investigating the Relationship Between Morphological Awareness and Reading Skills in the Third and Fourth Grade Dyslexia and Normal Developing Readers. Journal of Modern Rehabilitation. 2017;11(3):155-60.
15. Berninger VW, Raskind W, Richards T, Abbott R, Stock P. A multidisciplinary approach to understanding developmental dyslexia within working-memory architecture: Genotypes, phenotypes, brain, and instruction. Developmental neuropsychology. 2008;33(6):707-44.
16. Bowers PN, Kirby JR, Deacon SH. The effects of morphological instruction on literacy skills: A systematic review of the literature. Review of educational research. 2010;80(2):144-79.
17. Silva AAM, Martins-Reis VdO, editors. The influence of morphological awareness on reading and writing: a systematic review. CoDAS; 2017: SciELO Brasil.
18. Ku Y-M, Anderson RC. Development of morphological awareness in Chinese and English. Reading and Writing. 2003;16(5):399-422.
19. Levesque KC, Kieffer MJ, Deacon SH. Morphological awareness and reading comprehension: Examining mediating factors. Journal of Experimental Child Psychology. 2017;160:1-20.
20. Mahfoudhi A, Elbeheri G, Al-Rashidi M, Everatt J. The role of morphological awareness in reading comprehension among typical and learning disabled native Arabic speakers. Journal of learning disabilities. 2010;43(6):500-14.
21. Carlisle JF. Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and writing. 2000;12(3):169-90.
22. Saddler B, Graham S. The effects of peer-assisted sentence-combining instruction on the writing performance of more and less skilled young writers. Journal of educational psychology. 2005;97(1):43.
23. Siegel LS. Morphological awareness skills of English language learners and children with dyslexia. Topics in Language Disorders. 2008;28(1):15-27.
24. McCutchen D, Stull S. Morphological awareness and children’s writing: accuracy, error, and invention. Reading and writing. 2015;28(2):271-89.
25. Berko J. The child's learning of English morphology. Word. 1958;14(2-3):150-77.
26. McBRIDE–CHANG C, Wagner RK, Muse A, Chow BW-Y, Shu H. The role of morphological awareness in children's vocabulary acquisition in English. Applied psycholinguistics. 2005;26(03):415-35.
27. Vaknin-Nusbaum V, Sarid M, Shimron J. Morphological awareness and reading in second and fifth grade: evidence from Hebrew. Reading and Writing. 2016;29(2):229-44.
28. Shultz KS, Whitney DJ. Measurement theory in action: Case studies and exercises. 2013:8.
29. Razavieh A, Shahim S. Retest reliability of the Wechsler Preschool and Primary Scale of Intelligence restandardized in Iran. Psychological reports. 1990;66(3):865-6.
30. Kormi-Nouri R, Moradi A. Nama reading test. Tehran: Iranian Academic Center for Education, Culture and Research. 2008.
31. Mortimore T. Dyslexia and learning style: a practitioner's handbook: John Wiley & Sons; 2008.
32. Derwing BL. Morpheme recognition and the learning of rules for derivational morphology. Canadian Journal of Linguistics/Revue canadienne de linguistique. 1976;21(01):38-66.
33. Mahony D, Singson M, Mann V. Reading ability and sensitivity to morphological relations. Reading and writing. 2000;12(3):191-218.
34. Mahony DL. Using sensitivity to word structure to explain variance in high school and college level reading ability. Reading and Writing. 1994;6(1):19-44.
35. Nunes T, Bryant P, Bindman M. Learning to spell regular and irregular verbs. Spelling: Springer; 1997. p. 113-35.
36. Pittas E, Nunes T. The relation between morphological awareness and reading and spelling in Greek: a longitudinal study. Reading and Writing. 2014;27(8):1507-27.
37. Barbosa VdR. O papel da consciência morfológica no aperfeiçoamento da linguagem escrita. 2013.
38. Cunningham AJ, Carroll JM. Early predictors of phonological and morphological awareness and the link with reading: Evidence from children with different patterns of early deficit. Applied psycholinguistics. 2015;36(03):509-31.
39. Guimarães SRK. Influência da variação lingüística e da consciência morfossintática no desempenho em leitura e escrita. Interação em Psicologia. 2005;9(2).
40. Spencer M, Muse A, Wagner RK, Foorman B, Petscher Y, Schatschneider C, et al. Examining the underlying dimensions of morphological awareness and vocabulary knowledge. Reading and writing. 2015;28(7):959-88.
41. Mirahadi S, Soleymani Z, Jalaie S. A Review on Morphological Awareness Tasks in Normal and Dyslexia Children. Journal of Paramedical Sciences & Rehabilitation. 2018;7(1):103-11.
42. Lawshe CH. A quantitative approach to content validity. Personnel psychology. 1975;28(4):563-75.
43. Waltz CF, Bausell BR. Nursing research: design statistics and computer analysis: Davis FA; 1981.
44. Bujang MA, Baharum N. A simplified guide to determination of sample size requirements for estimating the value of intraclass correlation coefficient: a review. Archives of Orofacial Science. 2017;12(1).
45. Nunnally JC, Bernstein IH. Psychometric theory. 1978.
46. Guimarães SRK, da Cunha JM, Medina GBK, Campos AMG. Morphological Awareness in Brazilian Learners with Developmental Dyslexia. Creative Education. 2015;6(11):1145.
47. Ramirez G, Walton P, Roberts W. Morphological awareness and vocabulary development among kindergarteners with different ability levels. Journal of learning disabilities. 2014;47(1):54-64.
48. McDowell I. Measuring health: a guide to rating scales and questionnaires: Oxford University Press, USA; 2006.
49. Casalis S, Colé P, Sopo D. Morphological awareness in developmental dyslexia. Annals of dyslexia. 2004;54(1):114-38.
50. Chiat S. Mapping theories of developmental language impairment: Premises, predictions and evidence. Language and cognitive processes. 2001;16(2-3):113-42.
51. Mitchell AM, Brady SA. Assessing affix knowledge using both pseudoword and real-word measures. Topics in Language Disorders. 2014;34(3):210-27.
52. Wysocki K, Jenkins JR. Deriving word meanings through morphological generalization. Reading Research Quarterly. 1987:66-81.
2. Carlisle JF. Morphology matters in learning to read: A commentary. Reading Psychology. 2003;24(3-4):291-322.
3. Perry JR, Kaye AS. Persian morphology. Morphologies of Asia and Africa. 2007;2:975-1019.
4. Carlisle JF. Fostering morphological processing, vocabulary development, and reading comprehension. Vocabulary acquisition: Implications for reading comprehension. 2007:78-103.
5. Carlisle JF. Effects of instruction in morphological awareness on literacy achievement: An integrative review. Reading Research Quarterly. 2010;45(4):464-87.
6. Berninger VW, Abbott RD, Nagy W, Carlisle J. Growth in phonological, orthographic, and morphological awareness in grades 1 to 6. Journal of psycholinguistic research. 2010;39(2):141-63.
7. Carlisle JF, Nomanbhoy DM. Phonological and morphological awareness in first graders. Applied psycholinguistics. 1993;14(02):177-95.
8. Kirby JR, Deacon SH, Bowers PN, Izenberg L, Wade-Woolley L, Parrila R. Children’s morphological awareness and reading ability. Reading and Writing. 2012;25(2):389-410.
9. Chomsky N, Halle M. The sound pattern of English. 1968.
10. Taghva K, Beckley R, Sadeh M, editors. A stemming algorithm for the farsi language. Information Technology: Coding and Computing, 2005 ITCC 2005 International Conference on; 2005: IEEE.
11. Qasemizadeh B. Farsi e-Orthography: An Example of e-Orthography Concept. Improving Non English Web Searching (iNEWS’07). 2007:62.
12. ghatre Fariba. characteristics of inflectional morphology in contemporary persian language. persian language and literature Academy. 2008.
13. sadeghi Ali ashraf. ways of word construction in contemporary persian language, . knowledge publish, . 1992.
14. Mirahadi SS, Soleymani Z, Alayiaboozar E, Dadgar H. Investigating the Relationship Between Morphological Awareness and Reading Skills in the Third and Fourth Grade Dyslexia and Normal Developing Readers. Journal of Modern Rehabilitation. 2017;11(3):155-60.
15. Berninger VW, Raskind W, Richards T, Abbott R, Stock P. A multidisciplinary approach to understanding developmental dyslexia within working-memory architecture: Genotypes, phenotypes, brain, and instruction. Developmental neuropsychology. 2008;33(6):707-44.
16. Bowers PN, Kirby JR, Deacon SH. The effects of morphological instruction on literacy skills: A systematic review of the literature. Review of educational research. 2010;80(2):144-79.
17. Silva AAM, Martins-Reis VdO, editors. The influence of morphological awareness on reading and writing: a systematic review. CoDAS; 2017: SciELO Brasil.
18. Ku Y-M, Anderson RC. Development of morphological awareness in Chinese and English. Reading and Writing. 2003;16(5):399-422.
19. Levesque KC, Kieffer MJ, Deacon SH. Morphological awareness and reading comprehension: Examining mediating factors. Journal of Experimental Child Psychology. 2017;160:1-20.
20. Mahfoudhi A, Elbeheri G, Al-Rashidi M, Everatt J. The role of morphological awareness in reading comprehension among typical and learning disabled native Arabic speakers. Journal of learning disabilities. 2010;43(6):500-14.
21. Carlisle JF. Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and writing. 2000;12(3):169-90.
22. Saddler B, Graham S. The effects of peer-assisted sentence-combining instruction on the writing performance of more and less skilled young writers. Journal of educational psychology. 2005;97(1):43.
23. Siegel LS. Morphological awareness skills of English language learners and children with dyslexia. Topics in Language Disorders. 2008;28(1):15-27.
24. McCutchen D, Stull S. Morphological awareness and children’s writing: accuracy, error, and invention. Reading and writing. 2015;28(2):271-89.
25. Berko J. The child's learning of English morphology. Word. 1958;14(2-3):150-77.
26. McBRIDE–CHANG C, Wagner RK, Muse A, Chow BW-Y, Shu H. The role of morphological awareness in children's vocabulary acquisition in English. Applied psycholinguistics. 2005;26(03):415-35.
27. Vaknin-Nusbaum V, Sarid M, Shimron J. Morphological awareness and reading in second and fifth grade: evidence from Hebrew. Reading and Writing. 2016;29(2):229-44.
28. Shultz KS, Whitney DJ. Measurement theory in action: Case studies and exercises. 2013:8.
29. Razavieh A, Shahim S. Retest reliability of the Wechsler Preschool and Primary Scale of Intelligence restandardized in Iran. Psychological reports. 1990;66(3):865-6.
30. Kormi-Nouri R, Moradi A. Nama reading test. Tehran: Iranian Academic Center for Education, Culture and Research. 2008.
31. Mortimore T. Dyslexia and learning style: a practitioner's handbook: John Wiley & Sons; 2008.
32. Derwing BL. Morpheme recognition and the learning of rules for derivational morphology. Canadian Journal of Linguistics/Revue canadienne de linguistique. 1976;21(01):38-66.
33. Mahony D, Singson M, Mann V. Reading ability and sensitivity to morphological relations. Reading and writing. 2000;12(3):191-218.
34. Mahony DL. Using sensitivity to word structure to explain variance in high school and college level reading ability. Reading and Writing. 1994;6(1):19-44.
35. Nunes T, Bryant P, Bindman M. Learning to spell regular and irregular verbs. Spelling: Springer; 1997. p. 113-35.
36. Pittas E, Nunes T. The relation between morphological awareness and reading and spelling in Greek: a longitudinal study. Reading and Writing. 2014;27(8):1507-27.
37. Barbosa VdR. O papel da consciência morfológica no aperfeiçoamento da linguagem escrita. 2013.
38. Cunningham AJ, Carroll JM. Early predictors of phonological and morphological awareness and the link with reading: Evidence from children with different patterns of early deficit. Applied psycholinguistics. 2015;36(03):509-31.
39. Guimarães SRK. Influência da variação lingüística e da consciência morfossintática no desempenho em leitura e escrita. Interação em Psicologia. 2005;9(2).
40. Spencer M, Muse A, Wagner RK, Foorman B, Petscher Y, Schatschneider C, et al. Examining the underlying dimensions of morphological awareness and vocabulary knowledge. Reading and writing. 2015;28(7):959-88.
41. Mirahadi S, Soleymani Z, Jalaie S. A Review on Morphological Awareness Tasks in Normal and Dyslexia Children. Journal of Paramedical Sciences & Rehabilitation. 2018;7(1):103-11.
42. Lawshe CH. A quantitative approach to content validity. Personnel psychology. 1975;28(4):563-75.
43. Waltz CF, Bausell BR. Nursing research: design statistics and computer analysis: Davis FA; 1981.
44. Bujang MA, Baharum N. A simplified guide to determination of sample size requirements for estimating the value of intraclass correlation coefficient: a review. Archives of Orofacial Science. 2017;12(1).
45. Nunnally JC, Bernstein IH. Psychometric theory. 1978.
46. Guimarães SRK, da Cunha JM, Medina GBK, Campos AMG. Morphological Awareness in Brazilian Learners with Developmental Dyslexia. Creative Education. 2015;6(11):1145.
47. Ramirez G, Walton P, Roberts W. Morphological awareness and vocabulary development among kindergarteners with different ability levels. Journal of learning disabilities. 2014;47(1):54-64.
48. McDowell I. Measuring health: a guide to rating scales and questionnaires: Oxford University Press, USA; 2006.
49. Casalis S, Colé P, Sopo D. Morphological awareness in developmental dyslexia. Annals of dyslexia. 2004;54(1):114-38.
50. Chiat S. Mapping theories of developmental language impairment: Premises, predictions and evidence. Language and cognitive processes. 2001;16(2-3):113-42.
51. Mitchell AM, Brady SA. Assessing affix knowledge using both pseudoword and real-word measures. Topics in Language Disorders. 2014;34(3):210-27.
52. Wysocki K, Jenkins JR. Deriving word meanings through morphological generalization. Reading Research Quarterly. 1987:66-81.
| Files | ||
| Issue | Vol 17 No 1 (2023) | |
| Section | Research Article(s) | |
| DOI | https://doi.org/10.18502/jmr.v17i1.11295 | |
| Keywords | ||
| Morphological awareness Test Psychometric properties Persian | ||
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How to Cite
1.
Mirahadi SS, Soleymani Z, Alayiaboozar E. Developing a Morphological Awareness Test and Determining Its Psychometric Properties for Persian-Speaking Students. jmr. 2023;17(1):36-45.
