Clarifying links to literacy: How does morphological awareness support children’s word reading development?

IF 2.4 2区文学 Q1 LINGUISTICS

Applied Psycholinguistics Pub Date : 2022-07-01 DOI:10.1017/S0142716422000194

Kyle C. Levesque, S. H. Deacon

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引用次数: 2

Abstract

Abstract We know a great deal about children’s first steps into reading. Here, we explore how they become more sophisticated readers, learning to read complex words. Theoretical accounts predict that one key factor is morphological awareness, or awareness of the minimal units of meaning in language. And yet empirical studies have yet to clarify whether morphological awareness has a stronger relation to the development of reading skill for words with multiple morphemes in particular (i.e., morphological decoding) or to the reading of a whole range of words. We examined this question in this study by contrasting the role of morphological awareness in the development of morphological decoding and of broader word reading skill. Participants were 197 English-speaking children who were followed from Grade 3 to 4. We conducted longitudinal analyses that included stringent autoregressive controls to capture the determinants of gains over time, as well as controls for vocabulary and phonological awareness. Structural equation modeling (SEM) path analysis with this set of controls revealed that morphological awareness predicted significant unique gains in morphological decoding from Grade 3 to 4 with no such unique contributions to broader word reading skill. These findings clarify the role of morphological awareness in supporting children in developing the ability to read morphologically complex words, supporting a more targeted role for morphology in theories of word reading development.

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澄清与识字的联系:词形意识如何支持儿童的单词阅读发展?

摘要我们对孩子们进入阅读的第一步了解很多。在这里，我们探讨他们如何成为更老练的读者，学习阅读复杂的单词。理论解释预测，一个关键因素是形态意识，即对语言中最小意义单位的意识。然而，实证研究尚未阐明形态意识是否与具有多个语素的单词的阅读技能发展（即形态解码）或与整个单词的阅读有更强的关系。在这项研究中，我们通过对比形态意识在形态解码和更广泛的单词阅读技能发展中的作用来检验这个问题。参与者是197名讲英语的儿童，他们从3年级到4年级进行了跟踪调查。我们进行了纵向分析，其中包括严格的自回归控制，以捕捉随着时间的推移收益的决定因素，以及对词汇和语音意识的控制。使用这组对照进行的结构方程建模（SEM）路径分析显示，形态学意识预测了从3年级到4年级在形态学解码方面的显著独特收获，而对更广泛的单词阅读技能没有这样的独特贡献。这些发现阐明了形态学意识在支持儿童发展阅读形态复杂单词的能力方面的作用，支持形态学在单词阅读发展理论中发挥更有针对性的作用。

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

Applied Psycholinguistics Multiple-

CiteScore

3.90

自引率

4.80%

发文量

期刊介绍： Applied Psycholinguistics publishes original research papers on the psychological processes involved in language. It examines language development , language use and language disorders in adults and children with a particular emphasis on cross-language studies. The journal gathers together the best work from a variety of disciplines including linguistics, psychology, reading, education, language learning, speech and hearing, and neurology. In addition to research reports, theoretical reviews will be considered for publication as will keynote articles and commentaries.