Growth in Phonological, Orthographic, and Morphological Awareness in Grades 1 to 6
Growth in Phonological, Orthographic, and Morphological Awareness in Grades 1 to 6
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DOI：
10.1007/s10936-009-9130-6
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发表时间：
2010-04-01
影响因子：
2
通讯作者：
Carlisle, Joanne
中科院分区：
文献类型：
--
作者：
Berninger, Virginia W.;Abbott, Robert D.;Carlisle, Joanne
增长曲线分析表明：（a）单词水平的语音和正字法意识在小学一年级期间增长最快，但此后有一些额外的增长;（B）三种形态意识在前三或四年级增长最快，但一种派生意识在四年级后继续显示出大幅增长。三种语言意识的作用，语音，正字法，和形态学习阅读和拼写单词的研究结果的影响进行了讨论。的情况下，语音意识，虽然必要的，是不够的，学习阅读英语的所有三种语言意识，在小学阶段的增长需要协调和应用到识字学习。这一发现和对语言意识研究的回顾支持这样的结论，即国家阅读小组的建议需要修改，以便研究证据支持正字法和形态意识的重要性，而不仅仅是语音意识，得到承认。此外，需要向教育工作者传播以证据为基础的战略，以教授每一种语言意识及其相互关系。
Growth curve analyses showed that (a) word-level phonological and orthographic awareness show greatest growth during the primary grades but some additional growth thereafter, and (b) three kinds of morphological awareness show greatest growth in the first three or four grades but one-derivation-continues to show substantial growth after fourth grade. Implications of the findings for the role of three kinds of linguistic awareness-phonological, orthographic, and morphological-in learning to read and spell words are discussed. A case is made that phonological awareness, while necessary, is not sufficient for learning to read English-all three kinds of linguistic awareness that are growing during the primary grades need to be coordinated and applied to literacy learning. This finding and a review of the research on linguistic awareness support the conclusion that the recommendations of the National Reading Panel need to be amended so that the research evidence supporting the importance of both orthographic and morphological awareness, and not only phonological awareness, is acknowledged. Moreover, evidence-based strategies for teaching each of these kinds of linguistic awareness and their interrelationships need to be disseminated to educational practitioners.