Morphology in reading comprehension among school-aged readers of English: A synthesis and meta-analytic structural equation modeling study.

IF 5.6 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Journal of Educational Psychology Pub Date : 2023-05-25 DOI:10.1037/edu0000797

Dongbo Zhang, S. Ke, Ya Mo

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引用次数: 0

Abstract

ThisarticlesynthesizestherolesofmorphologyinEnglishreadingacquisitionandreportsameta-analyticstruc-tural equation modeling study ( k = 107, N = 21,818) that tested the effects of morphological awareness (MA) onreadingcomprehensioninschool-agedreaders.Moderatoranalysiswasconductedthroughasetofsubgroupcomparisonsbasedonreaders ’ languagestatus (monolingual vs.bilingual), age/grade(lowerelementary, upper elementary, vs. middle/high school), and MA task modality (spoken vs. written). MA had signi ﬁ cant indirect effectsonreadingcomprehensionviabothwordreadingandvocabularyknowledgeinthefullsampleaswellasallsubgroups.Itsdirecteffectonreadingcomprehension,controllingfornonverbalreasoning,wordreading, and vocabulary knowledge, was also signi ﬁ cant in all subgroups except the lower elementary subgroup. Multi-group path analyses showed no signi ﬁ cant subgroup difference in the magnitude of the direct effect of MA on reading comprehension for any moderator. However, two notable ﬁ ndings surfaced on the indirect effects of MA on reading comprehension: bilingual readers showed a smaller indirect effect of MA via word reading than did monolinguals; older readers showed a stronger indirect effect via vocabulary knowledge than did younger readers, whereas a converse pattern was found for the indirect effect via word reading. We concludebypointingouttherobustcontributionofmorphologytoEnglishreadingcomprehensionandsuggest-ingastrongmeaningfocusinmorphologicalinstruction,especiallyforbilingualandolderschool-agedreaders.

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学龄英语读者阅读理解中的形态学：一项综合和元分析结构方程建模研究。

这篇文章综合了英语阅读理解中的形态学特征，并报道了一项分析结构方程建模研究（k=107，N=21818），该研究测试了形态学意识（MA）对学龄恐惧症阅读理解的影响。基于读者的语言状态（单语与双语）、年龄/年级（小学低年级、小学高年级与中学/高中）和MA任务模式（口语与书面），进行了适度的分组比较。MA通过所有样本和所有亚组中的单词阅读和局部知识对阅读理解有显著的间接影响。它对阅读理解、控制非语言阅读、单词阅读和词汇知识的直接影响，在除低基子群外的所有子群中都是显著的。多组路径分析显示，对于任何调节者来说，MA对阅读理解的直接影响程度没有显著的亚组差异。然而，关于文学硕士对阅读理解的间接影响，有两个显著的发现：双语读者通过单词阅读表现出的文学硕士的间接影响比单语读者小；与年轻读者相比，年长读者通过词汇知识表现出更强的间接效应，而通过单词阅读的间接效应则存在相反的模式。最后，我们指出了形态对英语阅读理解的重要贡献，并建议在形态结构方面特别是对双语和学龄儿童的理解要有更大的意义。

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

Journal of Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

11.40

自引率

2.00%

发文量

143

期刊介绍： The main purpose of the Journal of Educational Psychology® is to publish original, primary psychological research pertaining to education across all ages and educational levels. A secondary purpose of the Journal is the occasional publication of exceptionally important theoretical and review articles that are pertinent to educational psychology. Please note, the Journal does not typically publish reliability and validity studies of specific tests or assessment instruments.