Are morphological awareness and literacy skills reciprocally related? Evidence from a cross-linguistic study.
Are morphological awareness and literacy skills reciprocally related? Evidence from a cross-linguistic study.
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DOI：
10.1037/edu0000354
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发表时间：
2019-11
影响因子：
4.9
通讯作者：
George Manolitsis;George K. Georgiou;Tomohiro Inoue;R. Parrila
中科院分区：
文献类型：
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作者：
George Manolitsis;George K. Georgiou;Tomohiro Inoue;R. Parrila
我们研究了两种正字法一致性不同的语言（英语和希腊语）中词形意识与阅读/拼写技能之间的关系方向，以及单词阅读流畅性和词汇量是否介导词形意识与阅读理解之间的关系。109名说英语的加拿大儿童和224名希腊儿童在一年级到三年级之间进行了四次形态学意识、语音意识、单词阅读流畅性和拼写到听写的测试。在二年级结束时对词汇进行评估，在二年级结束和三年级开始时对阅读理解进行评估。交叉滞后分析表明，早期的词形意识预示着后来的两种语言的阅读理解和拼写以及英语的阅读流畅性。词形意识对阅读理解的影响不以两种语言的词汇阅读流畅性为中介，而是通过英语词汇产生的间接影响。在三年级之前，早期的阅读流畅性和拼写预测了后来的词形意识，但在希腊语中，词形意识早在一年级就开始预测拼写。多组分析进一步表明，英语中词形意识对阅读流畅性的影响和拼写对词形意识的影响强于希腊语。讨论了这些发现的理论意义。（PsycINFO数据库记录(c) 2019 APA，版权所有）
We examined the direction of the relation between morphological awareness and reading/spelling skills in 2 languages varying in orthographic consistency (English and Greek) and whether word reading fluency and vocabulary mediate the relation between morphological awareness and reading comprehension. One-hundred and 59 English-speaking Canadian and 224 Greek children were assessed 4 times between Grades 1 and 3 on measures of morphological awareness, phonological awareness, word reading fluency, and spelling to dictation. Vocabulary was assessed at the end of Grade 2 and reading comprehension at the end of Grade 2 and at the beginning of Grade 3. Cross-lagged analyses showed that earlier morphological awareness predicted later reading comprehension and spelling in both languages and reading fluency in English. The effect of morphological awareness on reading comprehension was not mediated by word reading fluency in either language, but an indirect effect through vocabulary emerged in English. Earlier reading fluency and spelling predicted later morphological awareness before Grade 3 only in English, but morphological awareness began to predict spelling as early as Grade 1 in Greek. Multigroup analyses further showed that the effects of morphological awareness on reading fluency and the effects of spelling on morphological awareness were stronger in English than in Greek. Theoretical implications of these findings are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved)