Morphological instruction and reading development in young L2 readers: A scoping review of causal relationships

This scoping review explores the causal relationship between morphological instruction and reading development in young L2 learners by synthesizing 12 primary studies published 2004 2019 (N = 1,535). These focused on English as target language involved participants kindergarten Grade from four countries (China, Egypt, Singapore, USA). Findings suggested that (a) led to consistent positive gains children’s awareness vocabulary knowledge, effect sizes (Cohen’s ds) ranged small large; (b) other outcomes such phonological awareness, word accuracy, fluency, spelling, comprehension was inconclusive. Notably, transfer effects of novel learning or an additional were only examined observed studies. Discussion provided regarding future instructional research design.