Kathleen Rastle
The place of morphology in learning to read in English
Royal Holloway University of London
morphology major organising principle english alphabetic languages largely neglected theories reading acquisition article develop view learning appreciate morphological relationships may vital part acquiring direct mapping printed words meanings represented ventral brain pathway reading network show morphology provides important degree regularity across mapping english suggest regularity directly associated irregularity mapping spelling sound show children primary school display explicit knowledge morphological relationships scant evidence show rapid morphological analysis printed words skilled readers exhibit findings suggest acquisition longterm morphological knowledge may associated ongoing development reading expertise implications reading instruction discussed