Morphological awareness intervention in mainland Chinese school-age children with developmental dyslexia.

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Annals of Dyslexia Pub Date : 2025-10-01 DOI:10.1007/s11881-025-00352-z

Xiuping Ming, Yaping Wang, Shudong Zhang

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引用次数: 0

Abstract

Research on interventions to improve morphological awareness in children with developmental dyslexia remains sparse. This study examines whether morphological awareness intervention enhances the morphological awareness skills of Chinese children with developmental dyslexia. Thirty elementary school children with developmental dyslexia (9-10 years old) from Beijing, China, participated in this study. Fifteen children were randomly assigned to an experimental group receiving morphological awareness intervention, while another fifteen were assigned to a control group. The intervention comprised ten sessions, each lasting 40 minutes. Children's morphological awareness, including homophone awareness, compounding awareness, radical awareness, and homograph awareness, was assessed before and after the delivery of the intervention. Results showed that the experimental group demonstrated significantly improved morphological awareness, particularly in homophone awareness and compounding awareness, compared to the control group. However, no significant improvements were observed in radical awareness and homograph awareness. The findings provide preliminary evidence suggesting that morphological awareness develops through distinct facets, each exhibiting differing levels of responsiveness to targeted interventions.

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中国大陆学龄儿童发展性阅读障碍的形态意识干预。

关于提高发展性阅读障碍儿童形态意识的干预措施的研究仍然很少。本研究探讨形态意识干预是否能提高中国发展性阅读障碍儿童的形态意识技能。本研究以北京地区30名9-10岁的发展性阅读障碍小学生为研究对象。15名儿童被随机分配到实验组接受形态意识干预，而另外15名儿童被分配到对照组。干预包括10次，每次持续40分钟。在干预前后评估儿童的形态意识，包括同音字意识、复合意识、激进意识和同形词意识。结果表明，与对照组相比，实验组的形态意识，尤其是同音字意识和复合意识有明显提高。然而，在激进意识和同形词意识方面没有明显的改善。这些发现提供了初步证据，表明形态意识通过不同的方面发展，每个方面对目标干预表现出不同水平的反应。

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来源期刊

Annals of Dyslexia Multiple-

CiteScore

4.90

自引率

8.70%

发文量

期刊介绍： Annals of Dyslexia is an interdisciplinary, peer-reviewed journal dedicated to the scientific study of dyslexia, its comorbid conditions; and theory-based practices on remediation, and intervention of dyslexia and related areas of written language disorders including spelling, composing and mathematics. Primary consideration for publication is given to original empirical studies, significant review, and well-documented reports of evidence-based effective practices. Only original papers are considered for publication.