Morphological Awareness: A Tool to Promote Reading Fluency and Accuracy in Hebrew in Students with Reading Disabilities

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Vered Vaknin-Nusbaum
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引用次数: 5

Abstract

The effectiveness of a morphological awareness (MA) intervention program on reading fluency and accuracy performance was examined in 40 students with reading disabilities in fourth to sixth grade, ranging in age from nine to 12 years old (M = 10.51, SD = 0.89). The study used an experimental pre–post design consisting of a morphological intervention group and a comparison group. Students participating in the 15-week intervention program showed an advantage over comparison group students in all measures. Their improvement in MA resulted in a better reading fluency and accuracy performance as well as a significant change in reading level according to national norms. The results suggest that disabled readers can benefit from morphological intervention and use morphological cues in reading.

形态意识:提高阅读障碍学生希伯来语阅读流畅性和准确性的工具
本文以40名9 ~ 12岁的四年级至六年级阅读障碍学生为研究对象,考察了形态意识干预对阅读流畅性和准确性的影响(M = 10.51, SD = 0.89)。本研究采用实验前后设计,分为形态干预组和对照组。参加15周干预计划的学生在所有方面都比对照组学生有优势。他们在阅读阅读能力上的提高提高了阅读的流畅性和准确性,阅读水平也达到了国家标准的显著水平。结果表明,残障读者在阅读过程中可以受益于形态干预和使用形态线索。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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