Académique Documents
Professionnel Documents
Culture Documents
Armbruster, B. B., & Nagy, W. E. (1992). Vocabulary in content area lessons. The
Reading Teacher, 45(7), 550. Retrieved from
http://search.proquest.com/docview/203266505?accountid=11207
Barcroft, J. (2004). Second language vocabulary acquisition: A lexical input processing
approach. Foreign Language Annals, 37(2), 200-208. Retrieved from
http://search.proquest.com/docview/216014765?accountid=11207
Baumann, J.F., Edwards, E.C., Tereshinki, C.A., Kameenui, E.J., & Olejnik, S. (2002).
Teaching morphemic and contextual analysis to fifth-grade students. Reading
Research Quarterly, 37(2), 150-176.
Carlisle, J. F. (1995). Morphological awareness and early reading achievement. In L. B.
Feldman (Ed.), Morphological aspects of language processing (pp. 189209).
Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Carver, R. P. (1994). Percentage of unknown vocabulary words in text as a function of the
relative difficulty of the text: Implications for instruction. Journal of Reading
Behavior, 26(4), 313-437.
Chung, W., & Hu, C. (2007). Morphological awareness and learning to read Chinese.
Reading and Writing, 20(5), 441-461. http://dx.doi.org/10.1007/s11145-006-90377
students with and without disabilities. Learning Disability Quarterly, 34(1), 1733.
Herrera, S. & Murry, K. (2011). Mastering ESL and bilingual methods: Differentiated
instruction for culturally and linguistically diverse (CLD) students. Boston, MA:
Pearson Education, Inc.
Hu, M., & Nation, I. S. P. (2000). Unknown vocabulary density and reading
comprehension. Reading in a Foreign Language, 23, 403430.
Hudson, T. (2007). Teaching second language reading. Oxford England: Oxford
University Press.
Jean, M., & Geva, E. (2009). The development of vocabulary in English as a second
language children and its role in predicting word recognition ability. Applied
Psycholinguistics, 30(1), 153-185. http://dx.doi.org/10.1017/S0142716408090073
Kieffer, M. J., & Lesaux, N. K. (2012). Effects of academic language instruction on
relational and syntactic aspects of morphological awareness for sixth graders from
linguistically diverse backgrounds. The Elementary School Journal, 112(3), 519.
Retrieved from http://search.proquest.com/docview/928432584?accountid=11207
Kieffer, M. J., & Lesaux, N. K. (2012). Knowledge of words, knowledge about words:
Dimensions of vocabulary in first and second language learners in sixth grade.
Reading and Writing, 25(2), 347-373. http://dx.doi.org/10.1007/s11145-010-92729
Kirby, J. R., Deacon, S. H., Bowers, P. N., Izenberg, L., Wade-Woolley, L., & Parrila, R.
(2012). Children's morphological awareness and reading ability. Reading and
Writing, 25(2), 389-410. http://dx.doi.org/10.1007/s11145-010-9276-5
Lam, K., Chen, X., Geva, E., Luo, Y. C., & Li, H. (2012). The role of morphological
awareness in reading achievement among young Chinese-speaking English
language learners: A longitudinal study. Reading and Writing, 25(8), 1847-1872.
http://dx.doi.org/10.1007/s11145-011-9329-4
Larsen, J. A., & Nippold, M. A. (2007). Morphological analysis in school-age children:
Dynamic assessment of a word learning strategy. Language, Speech & Hearing
Services in Schools, 38(3), 201-12. Retrieved from
http://search.proquest.com/docview/232583042?accountid=11207
Laufer, B. (1997). What in a word that make it hard or easy: Some inter lexical factors
that affect the learning of words. In N. Schmitt. & M. McCarthy (Eds.).
Vocabulary: Description, Acquisition and Pedagogy. (140-155). Cambridge:
Cambridge University Press.
Lee, S. (2011). The relationship between morphological awareness and literacy
outcomes of elementary students: A meta-analysis study (Order No. 3450469).
Available from ProQuest Education Journals. (864568836). Retrieved from
http://search.proquest.com/docview/864568836?accountid=11207