Morphological awareness and reading comprehension: Differential mediation mechanisms in native English speakers, fluent English learners, and limited English learners

Abstract The current study examined how morphological awareness contributes to reading comprehension across three levels of English proficiency designation. Participants were 377 fourth- and fifth-grade students, including 198 native English speakers (NE group) and two groups of English learners: 117 students with fluent English proficiency (FEP) and 62 students with limited English proficiency (LEP). Students were assessed on morphological analysis (the ability to use morphological information to infer word meanings while reading), morphological awareness, word reading fluency, reading vocabulary, and reading comprehension. Results showed that the NE and FEP groups were better able to use morphological analysis to infer new word meanings while reading than the LEP group. Multiple-group path modeling indicated that, for all three groups, the relationship between morphological awareness and reading comprehension was mediated by reading vocabulary and morphological analysis; word reading fluency mediated the relationship only for the LEP group. The results call for attention to the role of English proficiency in how morphological awareness supports reading comprehension.