The Effects of Morphological Instruction on Literacy Skills: A Systematic Review of the Literature
The Effects of Morphological Instruction on Literacy Skills: A Systematic Review of the Literature
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DOI：
10.3102/0034654309359353
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发表时间：
2010-06-01
影响因子：
11.2
通讯作者：
Deacon, S. Helene
中科院分区：
文献类型：
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作者：
Bowers, Peter N.;Kirby, John R.;Deacon, S. Helene
作者回顾了所有同行评审的研究，参与者从学前班到8年级，进行形态干预的荟萃分析。他们确定了22项适用研究。教学效果（Cohen' d）按语言结果类别（形态学亚词汇、非形态学亚词汇、词汇和超词汇）和对照组（实验组与对照组或实验组与替代训练）进行平均。作者调查了形态教学的影响：（a）对阅读、拼写、词汇和形态技能的影响;（B）对阅读能力较低的学生与未分化的学生的影响;（c）对年龄较小的学生与年龄较大的学生的影响;（d）与其他识字技能的教学相结合或单独进行。结果表明：（a）形态教学有利于学习者，（B）它带来了能力较差的读者特别的好处，（c）它是年轻的学生同样有效，和（d）它是更有效的，当结合识字教学的其他方面。这些研究结果的影响进行了讨论，在目前的教育实践和理论。
The authors reviewed all peer-reviewed studies with participants from preschool to Grade 8 for this meta-analysis of morphological interventions. They identified 22 applicable studies. Instructional effects (Cohen s' d) were averaged by linguistic outcome categories (morphological sublexical, non-morphological sublexical, lexical, and supralexical) and comparison group (experimental group vs. control or experimental group vs. alternative training). The authors investigated the effects of morphological instruction (a) on reading, spelling, vocabulary, and morphological skills, (b) for less able readers versus undifferentiated samples, (c) for younger versus older students, and (d) in combination with instruction of other literacy skills or in isolation. Results indicate that (a) morphological instruction benefits learners, (b) it brings particular benefits for less able readers, (c) it is no less effective for younger students, and (d) it is more effective when combined with other aspects of literacy instruction. Implications of these findings are discussed in light of current educational practice and theory.