The Impact of Students’ Morphological Awareness: Systematic Literature Review
Bibliographic record
Abstract
In the Latvian education system and society, concerns are growing about students’ language competencies, including grammar. The relevance of these problems is also reflected in societal concerns about insufficient grammar skills and a lack of systematicity in the teaching content. Grammar is a system that includes word formation, morphology and syntax. Mastery of the grammatical systems of native languages is one of the most critical conditions for fully developing a child’s/scholar’s speech and mental abilities; however, it is essential to understand how precisely the comprehension of some regions of grammar influences language usage. Therefore, the research question is – how is “morphological awareness” defined in international literature and what domains of native language use are impacted by it? A systematic literature analysis, with a focus on global perspectives, was conducted to answer this question. The study aimed to clarify the explanation of morphological awareness in international literature (comparing it to what is used in Latvian grammar) and determine its role in using the native language. A comprehensive review of studies from 2003 to 2024 published in the Scopus database was conducted for this study. The material was selected using the keywords “morphological awareness/competence”. Using strict inclusion (articles published between year 2003 and 2024, articles in English) and exclusion criteria (not related to native language acquisition, language not belonging to the Indo-European language family, not focusing on school-aged children, focusing only on students with learning disabilities), 23 articles (from the USA, the UK, Brazil, Portugal, Spain, Switzerland, Canada, Norway, Germany, Netherlands) on morphological awareness were selected. These articles were then meticulously analysed, ensuring a thorough and reliable research process, using thematic analysis, focusing on their primary results and conclusions. The article summarises the research results on language domains influenced by morphology and explains the use of morphological awareness in foreign scientific literature. The term mentioned in the analysed studies is primarily related to identifying word composition and realising the meanings of morphemes. Analysing studies on students’ morphological awareness in several Indo-European language families (English, German, French, Dutch, Portuguese, Spanish, and Norwegian), it is concluded that it significantly affects reading comprehension, writing, vocabulary, and pronunciation. Its importance is particularly significant in languages with deep orthography.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.011 | 0.053 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.006 | 0.005 |
| Bibliometrics | 0.026 | 0.026 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.004 | 0.004 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".