Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2019, , 263 - 278, 01.07.2019
https://doi.org/10.24289/ijsser.558986

Öz

Kaynakça

  • Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
  • Akbulut, F. D. (2017). Effects of morphological awareness on second language vocabulary knowledge. Journal of Language and Linguistic Studies, 13(1), 10-26.
  • Amirjalili, F., & Jabbari, A. A. (2018). The impact of morphological instruction on morphological awareness and reading comprehension of EFL learners. Cogent Education, 5(1), 1-30.
  • Angelelli, P., Marinelli, C. V., & Burani, C. (2014). The effect of morphology on spelling and reading accuracy: a study on Italian children. Frontiers in psychology, 5, 1373. doi:10.3389/fpsyg.2014.01373
  • Anglin, J. M. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, 53(10), 1–166.
  • August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth. Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • Baddeley, A. D., Gathercole, S. E., & Papagno, C. (1998). The phonological loop as a language learning device. Psychol. Rev. 105, 158–173. doi:10.1037/0033- 295X.105.1.158
  • Bowers, P. N., Kirby, J. R., & Deacon, S. H. (2010). The effects of morphological instruction on literacy skills: A systematic review of the literature. Review of Educational Research, 80(2), 144–179. doi:10.3102/ 0034654309359353
  • Burani, C., Marcolini, S., De Luca, M., & Zoccolotti, P. (2008). Morpheme-based reading aloud: evidence from dyslexic and skilled Italian readers. Cognition 108, 243–262. doi: 10.1016/j.cognition.2007.12.010
  • Carlisle, J. F. (1995). Morphological awareness and early reading achievement. In L. Feldman (Ed.), Morphological aspects of language processing (pp. 131–154). Hillsdale, NJ: Lawrence Erlbaum.
  • Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169–190. doi:10.1023/A:1008131926604
  • Carlisle, J. F. (2003). Morphology matters in learning to read: A commentary. Reading Psychology, 24, 291– 332. doi:10.1080/02702710390227369
  • Carlisle, J. F. (2010). Effects of instruction in morphological awareness on literacy achievement: An integrative review. Reading Research Quarterly, 45(4), 464–487. https://doi.org/10.1598/RRQ.45.4.5.
  • Carlisle, J. F., & Katz, L. (2006). Effects of word and morpheme familiarity on reading of derived words. Read. Writ. 19, 669–693. doi:10.1007/s11145-005- 5766-2 Carlisle, J. F., Goodwin, A. P., & Nagy, W. (2013). Morphological knowledge and literacy acquisition. Journal of Learning Disabilities, 47(1), 3–12. doi:10.1177/0022219413509967
  • Carlisle, J. F., McBride-Chang, C., Nagy, W., & Nunes, T. (2010). Effects of instruction in morphological awareness on literacy achievement: An integrative review. Reading Research Quarterly, 45, 464–487. doi:10.1598/RRQ.45.4.5
  • Crosson, A. C., McKeown, M. G., Moore, D. W., & Ye, F. (2018). Extending the bounds of morphology instruction: Teaching Latin roots facilitates academic word learning for English learner adolescents. Reading and Writing, 1-39.
  • Deacon, S. H., & Kirby, J. R. (2004). Morphological awareness: Just “morephonological”? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223–238. doi:10.1017/S0142716404001110
  • Demirezen, M. (2018). Developing a model for teachıing the problematic vocabulary items by computer. International Online Journal of Education and Teaching, 5(4), 976-990.
  • García, J. N., & González, L. (2006). Diferencias en la conciencia morfológica, la escritura y el lenguaje en función del desarrollo y el nivel educativo del niño. Psicothema, 18, 171–179.
  • Goodwin, A. P., & Ahn, S. (2013). A meta-analysis of morphological interventions in English: Effects on literacy outcomes for school-age children. Scientific Studies of Reading, 77(4), 257–285. doi:10.1080/ 10888438.2012.689791
  • Goodwin, A. P., Huggins, A., Carlo, M., Malabonga, V., Kenyon, D., Louguit, M., et al. (2011). Development and validation of extract the base: an English der-ivational morphology test for third through fifth grade monolingual students and Spanish-speaking English language learners. Lang. Test. 29, 265–289. doi:10.1177/0265532211419827
  • Haddad, L., Weiss, Y., Katzir, T., & Bitan, T. (2018). Orthographic transparency enhances morphological segmentation in children reading hebrew words. Frontiers in psychology, 8, 2369.
  • Jiang, Y., Kuo, L., & Sonnenburg-Winkler, S. L. (2015). Morphological awareness and reading comprehension: A qualitative study with adult EFL learners. International Journal of Language and Linguistics, 2 (5), 18–26.
  • 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. Read. Writ. 25, 347–373. doi:10.1007/s11145-010-9272-9
  • Kieffer, M. J., Biancarosa, G., & Mancilla-Martinez, J. (2013). Roles of morphologi-cal awareness in English reading comprehension for Spanish-speaking language minority learners: exploring partial mediation by vocabulary and reading fluency. Appl. Psycholinguist. 34, 697–725. doi:10.1017/S0142716411000920
  • 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, 389–410.
  • Kuo, L., & Anderson, R. C. (2006). Morphological awareness and learning to read: Across-language perspective. Educational Psychologist, 41, 161–180. doi:10.1207/s15326985ep4103_3
  • Levesque, K. C., Kieffer, M. J., & Deacon, S. H. (2017). Morphological awareness and reading comprehension: Examining mediating factors. Journal of Experimental Child Psychology, 160, 1–20. doi:10.1016/j. jecp.2017.02.015
  • Logan, B. (2010). The role of morphological awareness in the reading development of English language learners. (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No.3421878).
  • Mahony, D. L. (1994). Using sensitivity to word structure to explain variance in high school and college level reading ability. Reading and Writing: An Interdisciplinary Journal, 6(1), 18–44. doi:10.1007/BF01027276
  • Mahony, D., Singson, M., & Mann, V. (2000). Reading ability and sensitivity to morphological relations. Reading and Writing: An Interdisciplinary Journal, 72(3), 191– 218. doi:10.1023/A:1008136012492
  • Marcolini, S., Traficante, D., Zoccolotti, P., & Burani, C. (2011). Word frequency modulates morpheme-based reading in poor and skilled Italian readers. Appl. Psycholinguist. 32, 513–532. doi:10.1017/S0142716411000191
  • Nagy, W. E., Beminger, V., Abbott, R., & Vaughan, K. (2003). Relationship of morphology and other language skills to literacy skills in at-risk second-grade readers and at-risk fourth-grade writers. Journal of Educational Psychology, 95(4), 730–742. doi:10.1037/0022-0663.95.4.730
  • Nagy, W. E., Carlisle, J. F., & Goodwin, A. P. (2014). Morphological knowledge and literacy acquisition introduction. J. Learn. Disabil. 47, 3–12. doi: 10.1177/0022219413509967
  • Nagy, W., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47, 91–108.doi:10.1002/RRQ.011
  • Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge, England: Cambridge University.
  • Perfetti, C. A. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–383. doi:10.1080/10888430701530730
  • Ramirez, G., Chen-Bumgardner, B., Geva, E., & Luo, Y. (2011). Morphological awareness and vocabulary in ELLs. Appl. Psycholinguist. 32, 601–618. doi:10.1017/S0142716411000233
  • Roman, A. A., Kirby, J. R., Parrila, R. K., Wade-Woolley, L. L., & Deacon, S. H. (2009). Toward a comprehensive view of the skills involved in word reading in grades 4, 6, and 8. J. Exp. Child Psychol. 102, 96–113. doi: 10.1016/j.jecp. 2008.01.004
  • Rueda, M. I., & Medina, S. L. (2018). The role of morphological awareness in explaining reading-writing difficulties/El papel de la conciencia morfológica en la explicación de las dificultades de aprendizaje de la lectoescritura. Infancia y Aprendizaje, 41(4), 702-732.
  • Saiegh-Haddad, E., & Geva, E. (2008). Morphological awareness, phonological awareness, and reading in English-Arabic bilingual children. Read. Writ. 21, 481–504. doi:10.1007/s11145-007-9074-x
  • Shoeib, A. (2017). Morphological awareness and its association with reading comprehension of EFL Saudi university students. European Journal of English Language Teaching, 3(2), 52–77. doi:10.5281/zenodo.1117415
  • Traficante, D., Marcolini, S., Luci, A., Zoccolotti, P., & Burani, C. (2011). How do roots and suffixes influence reading of pseudowords: a study of young Italian readers with and without dyslexia. Lang. Cogn. Process. 26, 777–793. doi:10.1080/01690965.2010.496553
  • Tyler, A., & Nagy, W. (1990). Use of derivational morphology during reading. Cognition, 36(1), 17–34. https://doi.org/10.1016/0010-0277(90)90052-l.
  • Tyler, A., & Nagy, W. E. (1989). The acquisition of English derivational morphology. Journal of Memory and Language, 28, 649–667. doi:10.1016/0749-596X (89)90002-8
  • Vernice, M., & Pagliarini, E. (2018). Is Morphological Awareness a Relevant Predictor of Reading Fluency and Comprehension? New Evidence from Italian Monolingual and Arabic-Italian Bilingual Children. Frontiers in Communication, 3, 11.
  • Vince, M., & Sunderland, P. (2004). New Advanced Language Practice with Key: Macmillian
  • Yucel-Koc, M. (2015). The role of morphological awareness in academic vocabulary and reading comprehension skills of adult ESL learners. (Doctoral Dissertation). Available from ProQuest Dissertation and Theses database. (UMI No.3664492).
  • Zhang, D. (2016). Derivational morphology in reading comprehension of Chinese-speaking learners of English: A longitudinal structural equation modeling study. Applied Linguistics, 38(6), 871–895.
  • Zhang, D., & Koda, K. (2012). Contribution of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge and reading comprehension among advanced EFL learners: Testing direct and indirect effects. Reading and Writing, 25(5), 1195–1216. doi:10.1007/s11145-011-9313-z

The contribution of morphological instruction to morphological awareness and reading: An integrative experiment on Turkish EFL learners

Yıl 2019, , 263 - 278, 01.07.2019
https://doi.org/10.24289/ijsser.558986

Öz

The present study attempts to investigate the
contribution of morphological instruction on awareness of morphology and its
effects on reading. The participants were 74 freshmen studying at Translation
and Interpreting Department and were distributed into experimental and control
groups. The results have shown that the experimental group outperformed the
control group on all four tasks of morphological awareness including root
analysis, derivations and correction of affixes. On the tasks of reading
vocabulary experimental group outperformed the control group again,
demonstrating positive effects of morphological instruction. It is concluded
that morphological treatment benefited morphological awareness and in turn,
reading comprehension. The results also demonstrate that submitting an explicit
treatment to the EFL learners on morphology helps them improve morphological
awareness which is correlated with reading comprehension








Kaynakça

  • Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
  • Akbulut, F. D. (2017). Effects of morphological awareness on second language vocabulary knowledge. Journal of Language and Linguistic Studies, 13(1), 10-26.
  • Amirjalili, F., & Jabbari, A. A. (2018). The impact of morphological instruction on morphological awareness and reading comprehension of EFL learners. Cogent Education, 5(1), 1-30.
  • Angelelli, P., Marinelli, C. V., & Burani, C. (2014). The effect of morphology on spelling and reading accuracy: a study on Italian children. Frontiers in psychology, 5, 1373. doi:10.3389/fpsyg.2014.01373
  • Anglin, J. M. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, 53(10), 1–166.
  • August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth. Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • Baddeley, A. D., Gathercole, S. E., & Papagno, C. (1998). The phonological loop as a language learning device. Psychol. Rev. 105, 158–173. doi:10.1037/0033- 295X.105.1.158
  • Bowers, P. N., Kirby, J. R., & Deacon, S. H. (2010). The effects of morphological instruction on literacy skills: A systematic review of the literature. Review of Educational Research, 80(2), 144–179. doi:10.3102/ 0034654309359353
  • Burani, C., Marcolini, S., De Luca, M., & Zoccolotti, P. (2008). Morpheme-based reading aloud: evidence from dyslexic and skilled Italian readers. Cognition 108, 243–262. doi: 10.1016/j.cognition.2007.12.010
  • Carlisle, J. F. (1995). Morphological awareness and early reading achievement. In L. Feldman (Ed.), Morphological aspects of language processing (pp. 131–154). Hillsdale, NJ: Lawrence Erlbaum.
  • Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169–190. doi:10.1023/A:1008131926604
  • Carlisle, J. F. (2003). Morphology matters in learning to read: A commentary. Reading Psychology, 24, 291– 332. doi:10.1080/02702710390227369
  • Carlisle, J. F. (2010). Effects of instruction in morphological awareness on literacy achievement: An integrative review. Reading Research Quarterly, 45(4), 464–487. https://doi.org/10.1598/RRQ.45.4.5.
  • Carlisle, J. F., & Katz, L. (2006). Effects of word and morpheme familiarity on reading of derived words. Read. Writ. 19, 669–693. doi:10.1007/s11145-005- 5766-2 Carlisle, J. F., Goodwin, A. P., & Nagy, W. (2013). Morphological knowledge and literacy acquisition. Journal of Learning Disabilities, 47(1), 3–12. doi:10.1177/0022219413509967
  • Carlisle, J. F., McBride-Chang, C., Nagy, W., & Nunes, T. (2010). Effects of instruction in morphological awareness on literacy achievement: An integrative review. Reading Research Quarterly, 45, 464–487. doi:10.1598/RRQ.45.4.5
  • Crosson, A. C., McKeown, M. G., Moore, D. W., & Ye, F. (2018). Extending the bounds of morphology instruction: Teaching Latin roots facilitates academic word learning for English learner adolescents. Reading and Writing, 1-39.
  • Deacon, S. H., & Kirby, J. R. (2004). Morphological awareness: Just “morephonological”? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223–238. doi:10.1017/S0142716404001110
  • Demirezen, M. (2018). Developing a model for teachıing the problematic vocabulary items by computer. International Online Journal of Education and Teaching, 5(4), 976-990.
  • García, J. N., & González, L. (2006). Diferencias en la conciencia morfológica, la escritura y el lenguaje en función del desarrollo y el nivel educativo del niño. Psicothema, 18, 171–179.
  • Goodwin, A. P., & Ahn, S. (2013). A meta-analysis of morphological interventions in English: Effects on literacy outcomes for school-age children. Scientific Studies of Reading, 77(4), 257–285. doi:10.1080/ 10888438.2012.689791
  • Goodwin, A. P., Huggins, A., Carlo, M., Malabonga, V., Kenyon, D., Louguit, M., et al. (2011). Development and validation of extract the base: an English der-ivational morphology test for third through fifth grade monolingual students and Spanish-speaking English language learners. Lang. Test. 29, 265–289. doi:10.1177/0265532211419827
  • Haddad, L., Weiss, Y., Katzir, T., & Bitan, T. (2018). Orthographic transparency enhances morphological segmentation in children reading hebrew words. Frontiers in psychology, 8, 2369.
  • Jiang, Y., Kuo, L., & Sonnenburg-Winkler, S. L. (2015). Morphological awareness and reading comprehension: A qualitative study with adult EFL learners. International Journal of Language and Linguistics, 2 (5), 18–26.
  • 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. Read. Writ. 25, 347–373. doi:10.1007/s11145-010-9272-9
  • Kieffer, M. J., Biancarosa, G., & Mancilla-Martinez, J. (2013). Roles of morphologi-cal awareness in English reading comprehension for Spanish-speaking language minority learners: exploring partial mediation by vocabulary and reading fluency. Appl. Psycholinguist. 34, 697–725. doi:10.1017/S0142716411000920
  • 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, 389–410.
  • Kuo, L., & Anderson, R. C. (2006). Morphological awareness and learning to read: Across-language perspective. Educational Psychologist, 41, 161–180. doi:10.1207/s15326985ep4103_3
  • Levesque, K. C., Kieffer, M. J., & Deacon, S. H. (2017). Morphological awareness and reading comprehension: Examining mediating factors. Journal of Experimental Child Psychology, 160, 1–20. doi:10.1016/j. jecp.2017.02.015
  • Logan, B. (2010). The role of morphological awareness in the reading development of English language learners. (Doctoral Dissertation). Available from ProQuest Dissertations and Theses database. (UMI No.3421878).
  • Mahony, D. L. (1994). Using sensitivity to word structure to explain variance in high school and college level reading ability. Reading and Writing: An Interdisciplinary Journal, 6(1), 18–44. doi:10.1007/BF01027276
  • Mahony, D., Singson, M., & Mann, V. (2000). Reading ability and sensitivity to morphological relations. Reading and Writing: An Interdisciplinary Journal, 72(3), 191– 218. doi:10.1023/A:1008136012492
  • Marcolini, S., Traficante, D., Zoccolotti, P., & Burani, C. (2011). Word frequency modulates morpheme-based reading in poor and skilled Italian readers. Appl. Psycholinguist. 32, 513–532. doi:10.1017/S0142716411000191
  • Nagy, W. E., Beminger, V., Abbott, R., & Vaughan, K. (2003). Relationship of morphology and other language skills to literacy skills in at-risk second-grade readers and at-risk fourth-grade writers. Journal of Educational Psychology, 95(4), 730–742. doi:10.1037/0022-0663.95.4.730
  • Nagy, W. E., Carlisle, J. F., & Goodwin, A. P. (2014). Morphological knowledge and literacy acquisition introduction. J. Learn. Disabil. 47, 3–12. doi: 10.1177/0022219413509967
  • Nagy, W., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47, 91–108.doi:10.1002/RRQ.011
  • Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge, England: Cambridge University.
  • Perfetti, C. A. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–383. doi:10.1080/10888430701530730
  • Ramirez, G., Chen-Bumgardner, B., Geva, E., & Luo, Y. (2011). Morphological awareness and vocabulary in ELLs. Appl. Psycholinguist. 32, 601–618. doi:10.1017/S0142716411000233
  • Roman, A. A., Kirby, J. R., Parrila, R. K., Wade-Woolley, L. L., & Deacon, S. H. (2009). Toward a comprehensive view of the skills involved in word reading in grades 4, 6, and 8. J. Exp. Child Psychol. 102, 96–113. doi: 10.1016/j.jecp. 2008.01.004
  • Rueda, M. I., & Medina, S. L. (2018). The role of morphological awareness in explaining reading-writing difficulties/El papel de la conciencia morfológica en la explicación de las dificultades de aprendizaje de la lectoescritura. Infancia y Aprendizaje, 41(4), 702-732.
  • Saiegh-Haddad, E., & Geva, E. (2008). Morphological awareness, phonological awareness, and reading in English-Arabic bilingual children. Read. Writ. 21, 481–504. doi:10.1007/s11145-007-9074-x
  • Shoeib, A. (2017). Morphological awareness and its association with reading comprehension of EFL Saudi university students. European Journal of English Language Teaching, 3(2), 52–77. doi:10.5281/zenodo.1117415
  • Traficante, D., Marcolini, S., Luci, A., Zoccolotti, P., & Burani, C. (2011). How do roots and suffixes influence reading of pseudowords: a study of young Italian readers with and without dyslexia. Lang. Cogn. Process. 26, 777–793. doi:10.1080/01690965.2010.496553
  • Tyler, A., & Nagy, W. (1990). Use of derivational morphology during reading. Cognition, 36(1), 17–34. https://doi.org/10.1016/0010-0277(90)90052-l.
  • Tyler, A., & Nagy, W. E. (1989). The acquisition of English derivational morphology. Journal of Memory and Language, 28, 649–667. doi:10.1016/0749-596X (89)90002-8
  • Vernice, M., & Pagliarini, E. (2018). Is Morphological Awareness a Relevant Predictor of Reading Fluency and Comprehension? New Evidence from Italian Monolingual and Arabic-Italian Bilingual Children. Frontiers in Communication, 3, 11.
  • Vince, M., & Sunderland, P. (2004). New Advanced Language Practice with Key: Macmillian
  • Yucel-Koc, M. (2015). The role of morphological awareness in academic vocabulary and reading comprehension skills of adult ESL learners. (Doctoral Dissertation). Available from ProQuest Dissertation and Theses database. (UMI No.3664492).
  • Zhang, D. (2016). Derivational morphology in reading comprehension of Chinese-speaking learners of English: A longitudinal structural equation modeling study. Applied Linguistics, 38(6), 871–895.
  • Zhang, D., & Koda, K. (2012). Contribution of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge and reading comprehension among advanced EFL learners: Testing direct and indirect effects. Reading and Writing, 25(5), 1195–1216. doi:10.1007/s11145-011-9313-z
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Fatma Demiray Akbulut 0000-0003-0689-8483

Yayımlanma Tarihi 1 Temmuz 2019
Yayımlandığı Sayı Yıl 2019

Kaynak Göster

APA Demiray Akbulut, F. (2019). The contribution of morphological instruction to morphological awareness and reading: An integrative experiment on Turkish EFL learners. International Journal of Social Sciences and Education Research, 5(3), 263-278. https://doi.org/10.24289/ijsser.558986
AMA Demiray Akbulut F. The contribution of morphological instruction to morphological awareness and reading: An integrative experiment on Turkish EFL learners. International Journal of Social Sciences and Education Research. Temmuz 2019;5(3):263-278. doi:10.24289/ijsser.558986
Chicago Demiray Akbulut, Fatma. “The Contribution of Morphological Instruction to Morphological Awareness and Reading: An Integrative Experiment on Turkish EFL Learners”. International Journal of Social Sciences and Education Research 5, sy. 3 (Temmuz 2019): 263-78. https://doi.org/10.24289/ijsser.558986.
EndNote Demiray Akbulut F (01 Temmuz 2019) The contribution of morphological instruction to morphological awareness and reading: An integrative experiment on Turkish EFL learners. International Journal of Social Sciences and Education Research 5 3 263–278.
IEEE F. Demiray Akbulut, “The contribution of morphological instruction to morphological awareness and reading: An integrative experiment on Turkish EFL learners”, International Journal of Social Sciences and Education Research, c. 5, sy. 3, ss. 263–278, 2019, doi: 10.24289/ijsser.558986.
ISNAD Demiray Akbulut, Fatma. “The Contribution of Morphological Instruction to Morphological Awareness and Reading: An Integrative Experiment on Turkish EFL Learners”. International Journal of Social Sciences and Education Research 5/3 (Temmuz 2019), 263-278. https://doi.org/10.24289/ijsser.558986.
JAMA Demiray Akbulut F. The contribution of morphological instruction to morphological awareness and reading: An integrative experiment on Turkish EFL learners. International Journal of Social Sciences and Education Research. 2019;5:263–278.
MLA Demiray Akbulut, Fatma. “The Contribution of Morphological Instruction to Morphological Awareness and Reading: An Integrative Experiment on Turkish EFL Learners”. International Journal of Social Sciences and Education Research, c. 5, sy. 3, 2019, ss. 263-78, doi:10.24289/ijsser.558986.
Vancouver Demiray Akbulut F. The contribution of morphological instruction to morphological awareness and reading: An integrative experiment on Turkish EFL learners. International Journal of Social Sciences and Education Research. 2019;5(3):263-78.

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