For unclear reasons, current language tests and remedial teaching materials often do not include the explicit evaluation or teaching of derivational morphology. This article reviews recent research on children's knowledge and acquisition of derivational morphology across studies of listening, speaking, reading, and spelling. We conclude that this dimension of language organization deserves more attention than it now receives in language instruction.
KEY WORDS: derivational morphology, assessment, instruction
Submitted on September 26, 1991
Accepted on March 4, 1992
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