References for: Morphemes Matter (DSF Bulletin Vol. 53 – Spring 2017)

References for Article:  Morphemes Matter

Publication: DSF Bulletin – Volume 53 – Spring 2017

Published: November 2017

Apel, K., & Henbest, V. S. (2016). Affix meaning knowledge in first through third grade students. Language, Speech, and Hearing Services in Schools, 47, 148–156.

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Bowers, P. N., & Cooke, G. (2012). Morphology and the common core: Building students’ understanding of the written word. Perspectives on Language and Literacy, 38 (4), 31–35.

Bowers, P. N, & Kirby, J. R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading and Writing, 23, 515–537.

Cooke, G. (2015). Matrix Study Sheets: A resource for investigating lexical word families. Accessed at

Cooke, G. (2016). English morphology: How meaning takes shape. Online Webinar October 16.

Devonshire, V., Morris, P. & Fluck, M. (2013). Spelling and reading development: The effect of teaching children multiple levels of representation in their orthography. Learning and Instruction, 25, 85–94.

Ebbers, S. (2008). Morphological word families in narrative and informational text. In Y. Kim, V. J. Risko, D. L. Compton, D. K. Dickinson, M. K. Hundley, R. T. Jimez, et al. (Eds.), 57th yearbook of the National Reading Conference (pp. 203–218). Oak Creek, WI: National Reading Conference.

Henry, M. K. (1988). Beyond phonics: Integrated decoding and spelling instruction based on word origin and structure. Annals of Dyslexia, 38, 258–275.

Henry, M. K. (1993). Morphological structure: Latin and Greek roots and affixes as upper grade code strategies. Reading and Writing, 5, 227–241.

Henry, M. K. (2010a). Unlocking literacy: Effective decoding and spelling instruction(2nd ed.). Baltimore, MD: Paul H. Brookes Publications.

Henry, M. K. (2010b). WORDS: Integrated decoding and spelling instruction based on word origin and word structure (2nd ed.). Austin, TX: PRO-ED.

Henry, M. K., & Redding, N. C. (2002). Patterns for success in reading and spelling (2nd ed.). Austin, TX: PRO-ED.

Nunes, T., Bryant, P., & Evans, D. (2010). Morphological knowledge and learning new words. Revista Portuguesa de Pedagogia & Psychologica, (30), 67–74.

Wade-Woolley, L., & Heggie, L. (2015). Implicit knowledge of word stress and derivational morphology guides skilled readers’ decoding of multisyllabic words. Scientific Studies of Reading, 19(1), 21–30.

Winters, D. C., & Cheesman, E. A. (2013). Mobile instructional and assistive technology for literacy. Perspectives in Language and Literacy, 39(4), 42–46.


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