Morphological Ability in Normal and Dyslexic Children
Morphological Ability in Normal and Dyslexic Children
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正常儿童和诵读困难儿童的形态能力
DOI：
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发表时间：
1977
期刊：
影响因子：
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通讯作者：
S. Vogel
中科院分区：
文献类型：
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作者：
S. Vogel
形态能力的两个测试，贝里-塔尔托测试（贝里和塔尔托。1966）和伊利诺伊州心理语言能力测试的语法闭合测试（Kirk，McCarthy，& Kirk 1968），对20名良好的阅读者和20名阅读障碍者进行了测试。结果表明，阅读障碍者在两项测试上都不如阅读良好者，在Berry-Talkman测试上，复杂项目是样本组之间差异的主要原因。这两个措施可能是有用的，在识别儿童遇到困难，产生和掌握形态规则。此外，项目分析可以为语言治疗师提供有价值的信息。阅读教师亦应注意，阅读能力差的读者可能缺乏形态学的能力，以致未能有效地运用书面语言形态学所提供的语义及句法线索。通过口头语言教学，可以帮助这些儿童内化复杂的形态结构。
Two tests of morphological ability, the Berry-Talbott Test (Berry & Talbott. 1966) and the Grammatic Closure Test of the Illinois Test of Psycholinguistic Abilities (Kirk, McCarthy, & Kirk 1968), were administered to 20 good readers and 20 dyslexics. The results indicated that the dyslexics were inferior to the good readers on both measures, and that on the Berry-Talbott Test, the complex items accounted for most of the difference between the sample groups. These two measures might be useful in identifying children experiencing difficulty in generating and mastering morphological rules. In addition, an item analysis may provide valuable information for the language therapist. Teachers of reading should also be alert to the possibility that poor readers may be deficient in morphological ability which, in turn, may result in an inefficient use of semantic and syntactic clues provided in the morphology of written language. Through oral language instruction, such children may be helped to internalize complex morphological structures.