Abstract:
This study investigated the contribution of inflectional morphological awareness to word
reading and reading comprehension in the Turkish language. Participants with learning
disability (25 sixth-grades, 25 fourth grades) and typical development (25 sixth-grades, 25
fourth grades) were given two tasks of inflectional morphological awareness. Furthermore,
word reading and reading comprehension were evaluated. The obtained data were analyzed
using two factor Anova, simple correlations, regression analyses. It was revealed that
possessive inflectional morphology contributed significantly to reading comprehension for
students with learning disability, while two inflectional morphology task had a significant
contribution to reading comprehension for all students. In conclusion, inflectional
morphological awareness may be an important predictor of reading comprehension in
Turkish language.