Morphological awareness: Just "more phonological"'? The roles of morphological and phonological awareness in reading development
Morphological awareness: Just "more phonological"'? The roles of morphological and phonological awareness in reading development
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DOI：
10.1017/s0142716404001110
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发表时间：
2004-04-01
影响因子：
2.1
通讯作者：
Kirby, JR
中科院分区：
文献类型：
--
作者：
Deacon, SH;Kirby, JR
鉴于英语正字法的形音素性质，令人惊讶的是，很少有研究探讨了形态和语音意识在阅读中的作用。本研究采用4年的纵向研究（2-5年级），从阅读发展的三个方面：假词阅读、阅读理解来比较这两个因素。和单字阅读。在控制了先前的阅读能力测量之后，形态意识对假词阅读和阅读理解有显著的贡献。语言和非语言智能，以及语音意识。这一贡献与语音意识相当，并在形态意识评估后保持3年。与此相反，形态意识很少对单个单词的阅读有显著贡献。我们认为，这些结果提供的证据表明，形态意识击中一个广泛的作用，阅读的发展，一个超越语音意识。
Given the morphophonemic nature of the English orthography, surprisingly few studies have examined the roles of morphological and phonological awareness in reading. This 4-year longitudinal study (Grades 2-5) compared these two factors in three aspects of reading development: pseudoword reading, reading comprehension. and single word reading. Morphological awareness contributed significantly to pseudoword reading and reading comprehension, after controlling prior measures of reading ability. verbal and nonverbal intelligence, and phonological awareness. This contribution was comparable to that of phonological awareness and remained 3 years after morphological awareness was assessed. In contrast, morphological awareness rarely contributed significantly to single word reading. We argue that these results provide evidence that morphological awareness hits a wide-ranging role in reading development, one that extends beyond phonological awareness.