In what ways does vocabulary knowledge depend on understanding the basic functions of verbs, nouns, adjectives, adverbs? How does morphological knowledge intersect with knowledge of syntax, grammatical function, or word class? How does vocabulary knowledge, morphological knowledge, and syntactic knowledge support reading comprehension?
In an earlier post I discussed the morphophonemic characteristics of English words, applied to learning to read (see Thunder & Lightning).
Today, I discuss another important aspect of literacy: the morphosyntactic nature of English words. Morphosyntactic knowledge has to do with morphology (word formation) and syntax. English words are morphosyntactic because their morphemes -bases, roots, affixes- convey meaning (that's the morph part) while the suffixes in particular convey grammatical information (the syntax part). The final suffix in a word usually conveys whether the word is classified as noun, verb, adjective, or adverb. For a well-known example, most words ending in the suffix -ly are adverbs, as in quietly, sweetly, loudly...but that is only the beginning. Let's really open wide those metalinguistic floodgates, with the goal of improved comprehension. 💦
VERBS
Latin roots or bases are often verbs. The root COGN denotes the verb 'to know' as in recognize, cognition, incognito, etc. RUPT conveys 'to burst or break' in words like rupture, eruption, interrupt, corrupt. Likewise, CRED denotes 'to trust, believe' as in credibility, credit, incredulous, etc.
Psst...The root CRED and its morphological derivatives illustrate the cover of the upcoming 3rd edition of Vocabulary Through Morphemes (Ebbers, in press with Silvereye Learning Resources, who also holds limited copies of the 2nd edition).
NOUNS - especially abstract nouns:
When we affix the derivational suffix –ion to the end of a root or word, it generally becomes a noun, as seen when the verb act becomes the noun action. Words that end with the suffix –ion are often abstract nouns; they represent ideas, concepts, feelings, or a process. They are not usually concrete concepts, not easy to see or touch or illustrate. Examples: The root TRACT means ‘to pull’ and it becomes an abstract noun with the suffix -ion: traction, detraction, contraction (an exception is tractor, a concrete noun). Similarly, the root FRACT means ‘to break’ as in the abstract nouns fraction, infraction, refraction.
Morphological awareness (MA) helps us understand this transformation, at least at an intuitive level, if not with metalinguistic clarity. As we grow in MA, we begin to somewhat subconsciously realize that the invented word *taction would probably be a noun, something to do with the state or quality of showing tact, especially if we had some context to help: An effective diplomat must demonstrate *taction and discretion.
On the other hand, if MA is not advancing, we may not grasp the noun-forming function of the suffix –ion. This is problematic for vocabulary development and for comprehension. Limited understanding of derivational-suffix morphology is evident in poor readers and writers as described in recent reviews of the literature (Levesque & Deacon; 2022; Liu, Groen, & Cain, 2024). Understanding the role of the suffix is key to understanding language. This becomes even more essential when reading informational texts, because derivational suffixes are ubiquitous to academic words.
There are more than a dozen derivational suffixes and they all provide information about the word class, helping us decipher the syntactic property of the word. For example, words that end with –ize / -ise tend to be verbs, as in verbalize, fantasize, and exercise. Words that end with –ism tend to be abstract nouns, as in feudalism, pacifism, and capitalism. Words that end with –ive tend to be adjectives, as in creative, expansive, assertive, imaginative...
The morphophonemic aspects of English words help us learn to read and spell, as discussed in Edview360. However, morphosyntactic aspects help us understand the word and connect it with other concepts into meaningful sentences and passages. This is where the rubber hits the road for advancing beyond simple into complex texts (Castles, Rastle, & Nation, 2018).
Helping students develop morphological awareness, including morphosyntactic awareness, is an important aspect of literacy, as discussed quite a bit more thoroughly in the three papers referenced below.
Check back again next month! Stay tuned for some thoughts on helping students develop word consciousness or word sensitivity, drawn from correspondence with the ever-curious Andy Biemiller.
Cheers,
Susan
REFERENCES:
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51. https://journals.sagepub.com/doi/full/10.1177/1529100618772271
Levesque, K., & Deacon, S. (2022). Clarifying links to literacy: How does morphological awareness support children’s word reading development? Applied Psycholinguistics, 43(3), 921–943. https://www.cambridge.org/core/journals/applied-psycholinguistics/article/clarifying-links-to-literacy-how-does-morphological-awareness-support-childrens-word-reading-development/8BA65B23729527F2C3377E7AAF1CC0F9
Liu, Y., Groen, M. A., & Cain, K. (2024). The association between morphological awareness and reading comprehension in children: A systematic review and meta-analysis. Educational Research Review.
