Contributions of Morphological Awareness Skills to Word-Level Reading and Spelling in First-Grade Children With and Without Speech Sound Disorder
Contributions of Morphological Awareness Skills to Word-Level Reading and Spelling in First-Grade Children With and Without Speech Sound Disorder
复制标题
DOI：
10.1044/1092-4388(2011/10-0115
复制
发表时间：
2011-10-01
影响因子：
2.6
通讯作者：
Lawrence, Jessika
中科院分区：
文献类型：
--
作者：
Apel, Kenn;Lawrence, Jessika
Purpose: In this study, the authors compared the morphological awareness abilities of children with speech sound disorder (SSD) and children with typical speech skills and examined how morphological awareness ability predicted word-level reading and spelling performance above other known contributors to literacy development.Method: Eighty-eight first-grade students-44 students with SSD and no known history of language deficiencies, and 44 students with typical speech and language skills-completed an assessment battery designed to measure speech sound production, morphological awareness, phonemic awareness, letter-name knowledge, receptive vocabulary, word-level reading, and spelling abilities.Results: The children with SSD scored significantly lower than did their counterparts on the morphological awareness measures as well as on phonemic awareness, word-level reading, and spelling tasks. Regression analyses suggested that morphological awareness predicted significant unique variance on the spelling measure for both groups and on the word-level reading measure for the children with typical skills.Conclusion: These results suggest that children with SSD may present with a general linguistic awareness insufficiency, which puts them at risk for difficulties with literacy and literacy-related tasks.
