Kyle Levesque
Biographic Data
| ID | 5762086 |
|---|---|
| NAME | Kyle Levesque |
| GIVEN NAMES | Kyle |
| FAMILY NAME | Levesque |
| SIGNATURE | LEVESQUE K |
| AFFILIATIONS | Dalhousie University |
| ORCID | 0000-0002-2506-3724 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Getting at How
The relation of morphological awareness with reading comprehension is well established. For this advance to inform instruction, the push is now on to understand how morphological awareness is related to reading comprehension. We address this question here by examining potential mechanisms. We do so with children in Grade 1, a time at which it is widely debated as to whether to include morphology instruction. We examine three potential mediating f…
The magic in magician
Background Oral language has long been acknowledged as a prominent influence on children's reading development. Here, we examine the intersecting contribution of two prominent aspects of oral language – phonology and morphology. We explore this interface by examining contributions from the two dimensions of phonology – phonemic and prosodic – of morphological awareness on children's reading development. Methods In a longitudinal study, we track t…
Mechanisms in the relation between morphological awareness and the development of reading comprehension
Testing mechanisms underlying children’s reading development
Prominent theories of reading development have separately emphasized the relevance of children's skill in learning (Share, 2008) and lexical representations (Perfetti & Hart, 2002). Integrating these ideas, we examined whether skill in learning lexical representations is a mechanism that might explain children's reading development. To do so we conducted a longitudinal study, following 139 children from Grades 3 to 5. In Grade 3, children complet…
How morphology impacts reading and spelling
A defining feature of language lies in its capacity to represent meaning across oral and written forms. Morphemes, the smallest units of meaning in a language, are the fundamental building blocks that encode meaning, and morphological skills enable their effective use in oral and written language. Increasing evidence indicates that morphological skills are linked to literacy outcomes, including word reading, spelling and reading comprehension. De…
Evaluating models of how morphological awareness connects to reading comprehension
Background Reading comprehension is a complex skill, drawing on a range of resources. One is morphological awareness, or the awareness of the smallest meaningful units in language. Testing the predictions of the Simple View of Reading, we evaluate how morphological awareness relates to reading comprehension in a relatively transparent orthography. Method There were 70 Portuguese‐speaking children in Grade 2 in our study. The children completed me…
Inferring Meaning From Meaningful Parts
Skilled reading comprehension is an important goal of educational instruction and models of reading development. In this study, the authors investigated how core skills surrounding morphemes, that is, the minimal units of meaning in language, support the development of reading comprehension. The authors specifically contrast the roles of morphological awareness and morphological analysis; the first refers to the awareness of and ability to manipu…
Parents’ reading-related knowledge and children’s reading acquisition
Inferring Meaning From Meaningful Parts
Skilled reading comprehension is an important goal of educational instruction and models of reading development. In this study, the authors investigated how core skills surrounding morphemes, that is, the minimal units of meaning in language, support the development of reading comprehension. The authors specifically contrast the roles of morphological awareness and morphological analysis; the first refers to the awareness of and ability to manipu…
Testing mechanisms underlying children’s reading development
Prominent theories of reading development have separately emphasized the relevance of children's skill in learning (Share, 2008) and lexical representations (Perfetti & Hart, 2002). Integrating these ideas, we examined whether skill in learning lexical representations is a mechanism that might explain children's reading development. To do so we conducted a longitudinal study, following 139 children from Grades 3 to 5. In Grade 3, children complet…
Getting at How
The relation of morphological awareness with reading comprehension is well established. For this advance to inform instruction, the push is now on to understand how morphological awareness is related to reading comprehension. We address this question here by examining potential mechanisms. We do so with children in Grade 1, a time at which it is widely debated as to whether to include morphology instruction. We examine three potential mediating f…
Parents’ reading-related knowledge and children’s reading acquisition
Inferring Meaning From Meaningful Parts
Skilled reading comprehension is an important goal of educational instruction and models of reading development. In this study, the authors investigated how core skills surrounding morphemes, that is, the minimal units of meaning in language, support the development of reading comprehension. The authors specifically contrast the roles of morphological awareness and morphological analysis; the first refers to the awareness of and ability to manipu…
Evaluating models of how morphological awareness connects to reading comprehension
Background Reading comprehension is a complex skill, drawing on a range of resources. One is morphological awareness, or the awareness of the smallest meaningful units in language. Testing the predictions of the Simple View of Reading, we evaluate how morphological awareness relates to reading comprehension in a relatively transparent orthography. Method There were 70 Portuguese‐speaking children in Grade 2 in our study. The children completed me…
How morphology impacts reading and spelling
A defining feature of language lies in its capacity to represent meaning across oral and written forms. Morphemes, the smallest units of meaning in a language, are the fundamental building blocks that encode meaning, and morphological skills enable their effective use in oral and written language. Increasing evidence indicates that morphological skills are linked to literacy outcomes, including word reading, spelling and reading comprehension. De…
The magic in magician
Background Oral language has long been acknowledged as a prominent influence on children's reading development. Here, we examine the intersecting contribution of two prominent aspects of oral language – phonology and morphology. We explore this interface by examining contributions from the two dimensions of phonology – phonemic and prosodic – of morphological awareness on children's reading development. Methods In a longitudinal study, we track t…
Mechanisms in the relation between morphological awareness and the development of reading comprehension
Testing mechanisms underlying children’s reading development
Prominent theories of reading development have separately emphasized the relevance of children's skill in learning (Share, 2008) and lexical representations (Perfetti & Hart, 2002). Integrating these ideas, we examined whether skill in learning lexical representations is a mechanism that might explain children's reading development. To do so we conducted a longitudinal study, following 139 children from Grades 3 to 5. In Grade 3, children complet…
Getting at How
The relation of morphological awareness with reading comprehension is well established. For this advance to inform instruction, the push is now on to understand how morphological awareness is related to reading comprehension. We address this question here by examining potential mechanisms. We do so with children in Grade 1, a time at which it is widely debated as to whether to include morphology instruction. We examine three potential mediating f…
Linguistics (8 works) · Psychology (8 works) · Reading and Literacy Development (7 works) · Cognitive psychology (6 works) · Comprehension (6 works) · Reading (process) (6 works) · Reading comprehension (6 works) · Cognitive and developmental aspects of mathematical skills (5 works) · Developmental psychology (4 works) · Writing and Handwriting Education (4 works)