Exploring the Relationships among Explicit Morphological Knowledge and Implicit Morphological Knowledge, Vocabulary, and Orthographic Knowledge
AuthorSmith, David L.
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The present study builds on the work of Templeton (1989) and uses the Derivational Relatedness Interview, an experimental measure developed for this study, to attempt to elicit students' explicit morphological awareness. It is exploratory in nature and is designed to determine if scores on this semi-structured interview are related to scores on commonly used measures of orthographic development, vocabulary development, and morphological awareness. Pearson Product-Moment correlations were used to describe the relationships among scores on these measures and a standard multiple regression analysis was used to examine the ability of scores on the Test of Morphological Knowledge (TMS), Peabody Picture Vocabulary Test-4 (PPVT-4), and Upper-Level Spelling Inventory (USI) to predict total scores on the Derivational Relatedness Interview (DRI). Pearson Product-moment correlations indicated significant relationships among all measures with scores on the TMS and PPVT-4 as well as scores on the TMS and DRI demonstrating the largest correlations. Standard multiple regression indicated that the combination of scores on the TMS, PPVT-4, and USI were able to significantly predict some of the variance on the DRI; however, none of the measures contributed significant unique variance. Limitations of the study, implications, and suggestions for future research are also discussed.