ABSTRACT
The attention given to phonology has overshadowed that given to morphology. Evidence is substantial, however, that knowledge of morphology is critical for fluid and meaningful reading (Carlisle, 2000; Nagy and Anderson, 1984; Tyler and Nagy, 1990; White et al., 1989). Already in the primary levels of American reading textbooks, compound words and words that contain inflected endings and affixes are prevalent (Hiebert, 2008). The morphological interconnections among words become even more frequent as readers move into the content-area texts of middle grades and beyond (Nagy and Anderson, 1984).
