The aim of the Webinar is the interdisciplinary and cross-linguistic presentation of the most recent theoretical and research data regarding the role of morphological processes in the learning of written language of the orthographic system of the Greek language in relation to other alphabetic orthographies, such as those of English and German. The interdisciplinary investigation of morphological processes in the acquisition of the written language requires knowledge from the fields of Linguistics, Psychology and Pedagogy and especially the coordination of these areas into a unified interdisciplinary field, which is internationally considered as a cutting-edge area. In particular, morphology is considered to contribute significantly to the evaluation and educational interventions in cases of difficulties in learning of the written language (e.g., students with learning difficulties, developmental language disorders), as well as, in various multicultural language environments (e.g., bilingualism, acquisition of Greek as a second language). The Webinar aims to inspire further enhancement of research activity in the field of morphology and literacy in the Greek language in relation to other alphabetic orthographies, such as those of English and German, by making a cutting-edge field known to the wider academic and research community of our country through the strengthening of cross-linguistic dialogue between alphabetical orthographies.
AND SOCIAL WORK,
UNIVERSITY OF PATRAS
PRE-SCHOOL EDUCATION,
UNIVERSITY OF CRETE
The presentation will review research findings that examine the development of knowledge about English language morphology and its relation to literacy development. The factors that facilitate or hinder the development of morphological knowledge will be highlighted and discussed. These factors fall into three broad categories: linguistic (e.g., the productivity and transparency of morphemes), cognitive (e.g., task requirements, type of manipulation, item lexicality), and environmental factors (e.g., exposure to morphologically complex words, school instruction). Special attention will be paid to cross-linguistic comparisons between native speakers of alphabetic orthographies with contrasting morphological systems, in particular, English and French. The challenging nature of understanding the causal role of morphological knowledge on typical and atypical literacy development will be discussed in relation to acquisition phase, linguistic characteristics and task requirements.
Dr Lynne Duncan is Head of Psychology at the University of Dundee in Scotland, UK. She conducts research on the interaction between phonological and morphological aspects of language development and literacy acquisition. Her current work focuses on the developmental influence of socioeconomic status, neurodiversity and bilingualism in projects such as Early Language in Play Settings http://(https://elips.org.uk), Morphological Acquisition in Developmental Dyslexia and she is co-editing a new book on Dyslexia in Adulthood.
The presentation explores the relationship between morphological awareness and literacy in German, highlighting its implications for language development and education. The talk provides an overview of the linguistic characteristics of German- such as its relatively high phonological transparency, rich morphology, and the prevalence of inflections, derivations and compounding. Findings from recent research are examined to illustrate how morphological awareness contributes to literacy skills in school-aged children including its impact on reading fluency, reading comprehension and literacy. As the foundations of reading and spelling are established well before formal schooling begins, further evidence is presented on the role of morphological awareness in supporting listening comprehension in monolingual and multilingual pre-school children. This highlights the important role of morphological awareness as a precursor to literacy skills in German. The talk balances theoretical insights with practical implications, offering suggestions for integrating morphological training into educational practices to enhance literacy development in both monolingual and multilingual learners within the context of the German language.
Dr. Astrid Haase is a Research Assistant and Lecturer at the Department of Educational Psychology at Georg-August University of Göttingen, Germany. Her research explores oral and written language competencies in monolingual and multilingual children with a particular focus on morphological awareness. She is currently involved in two key projects: a nationwide evaluation of reading promotion in pre-school children (ViaS: Vorlessen in allen Sprachen/ Reading in All Languages) and experimental studies investigating textual support methods for beginning readers (Lesefuchs/Reading Fox).
For decades, educational research on reading and spelling development has primarily focused on the role of phonological processing skills. However, a growing body of research across various orthographies has increasingly highlighted the significant contribution of morphological awareness. Particularly, in the morphologically rich Greek orthography, recent studies have yielded compelling evidence suggesting that morphological awareness facilitates a deeper understanding of the relationship between word formation and meaning, enabling children to deal with the complexities of Greek orthography more effectively. Our aim is to synthesize the existing research findings in relation to the impact of morphological awareness on the development of children’s reading and spelling skills within the Greek orthography. The conclusions drawn are not only essential for enhancing educational practices but also hold significant potential for the design of targeted interventions for children with literacy difficulties.
Dr Apostolos Kargiotidis holds a PhD in Educational Psychology from the Department of Pre-school Education at the University of Crete. His research interests focus on the study of the role of language skills on literacy development, with particular emphasis on the emergence of reading and/or spelling difficulties. Additionally, he investigates the relationship between literacy difficulties and the psychosocial development of children. Part of his research has been published or presented in peer-reviewed international scientific journals and conferences.
Styliani N. Tsesmeli & George Manolitsis
The webinar “Morphology and Literacy in European orthographies: Dialogue with the Greek language” will take place on
Saturday, 18 January 2025 at 17.oo – 18.30 (Greek Time).
Registration and attendance of the Webinar is free of charge. The talks will be delivered in English.
You need to register in the registration form below, in order to receive the relevant link to attend the Webinar.
Thank you very much!