The role of phonological opacity in reading achievement.
The role of phonological opacity in reading achievement.
复制标题
语音不透明度在阅读成绩中的作用。
DOI：
10.1044/jslhr.4301.50
复制
发表时间：
2000
期刊：
影响因子：
--
通讯作者：
Windsor,J
中科院分区：
文献类型：
--
作者：
Windsor,J
本研究探讨了69名语言学习障碍儿童的语音意识、形态意识和阅读成绩之间的关系。儿童参加了两个形态的任务，评估技能，在确定的基础和后缀的语音透明和不透明的衍生物。透明派生词保留了基本词的语音特征（例如，allow-allowable，pure-purist）;不透明派生词涉及重音和/或元音对碱基的改变（例如，酸-酸的、易燃的）。有语言学习障碍的儿童在每项任务上的表现都优于同龄人，并且表现出与年轻儿童相似的准确性水平，通常是成就儿童。回归分析被用来确定阅读的方差占的比例占的形态任务以外，占的年龄和词汇知识。与透明衍生物的性能增加了显着的，但很小的比例（6.9%），总方差的单词识别分数和一个不显着的比例（2.2%），阅读理解分数。使用不透明衍生物的表现对单词识别分数（19.9%）和单词理解分数（16.5%）的贡献很大，超出了年龄，词汇知识和使用透明衍生物的表现。这些结果表明，分析与派生相关的语音变化的能力可能介导了这里评估的形态意识类型和阅读成绩之间的联系。
This study investigated the relation among phonological awareness, morphological awareness, and reading achievement in 69 children with and without language-learning disabilities. Children participated in two morphological tasks that assessed skill in identifying the bases and suffixes of phonologically transparent and opaque derivatives. Transparent derivatives preserve the phonological characteristics of the base word (e.g.,allow-allowable, pure-purist); opaque derivatives involve stress and/or vowel changes to the base (e.g.,acid-acidic, flame-flamable). Children with language-learning disabilities were outperformed by chronological-age peers on each task and showed a level of accuracy similar to that of younger, typically achieving children. Regression analyses were used to determine the proportion of variance in reading accounted for by the morphological tasks beyond that accounted for by age and vocabulary knowledge. Performance with transparent derivatives added a significant, but small, proportion (6.9%) to total variance in word-identification scores and a nonsignificant proportion (2.2%) to passage-comprehension scores. Performance with opaque derivatives added a substantial contribution to word-identification scores (19.9%) and passage-comprehension scores (16.5%) beyond that accounted for by age, vocabulary knowledge, and performance with transparent derivatives. These results suggest that the ability to analyze phonological changes associated with derivation may mediate much of the link between the type of morphological awareness assessed here and reading achievement.