A Meta-analysis of Morphological Awareness Deficits in Developmental Dyslexia

IF 2.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Scientific Studies of Reading Pub Date : 2022-12-19 DOI:10.1080/10888438.2022.2155524

George K. Georgiou, Ana Paula Alves Vieira, K. M. Rothou, J. Kirby, A. Antoniuk, Dalia Martinez, Kan Guo

{"title":"A Meta-analysis of Morphological Awareness Deficits in Developmental Dyslexia","authors":"George K. Georgiou, Ana Paula Alves Vieira, K. M. Rothou, J. Kirby, A. Antoniuk, Dalia Martinez, Kan Guo","doi":"10.1080/10888438.2022.2155524","DOIUrl":null,"url":null,"abstract":"ABSTRACT Purpose We performed a meta-analysis to examine if children with dyslexia experience deficits in morphological awareness (MA) and if the effect sizes are influenced by different moderators (age, aspect of MA measured, type of MA task, language, modality input, semantic knowledge, and selection criteria). Method We reviewed 40 studies published in English between January 1990 and August 2021, representing a total of 5,018 participants (age range = 5.1–13.9 years). Studies with adults or English language learners were excluded. There were 49 independent samples in the chronological-age (CA) – dyslexia (DYS) comparison and 18 independent samples in the comparison between DYS and reading–level (RL) controls. Results A random-effects model analysis revealed a large effect size for the CA–DYS comparison (g = 1.11) and a non-significant effect size for the RL–DYS comparison (g = −0.08). Age was the only significant moderator of the effect sizes. Conclusion These findings suggest, first, that individuals with dyslexia experience significant difficulties in MA and second, that the effect sizes are as large as those reported for phonological awareness, rapid automatized naming, and orthographic knowledge. The lack of a significant RL-DYS difference indicates that MA is not a core causal feature of dyslexia.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"27 1","pages":"253 - 271"},"PeriodicalIF":2.9000,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Scientific Studies of Reading","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/10888438.2022.2155524","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 1

Abstract

ABSTRACT Purpose We performed a meta-analysis to examine if children with dyslexia experience deficits in morphological awareness (MA) and if the effect sizes are influenced by different moderators (age, aspect of MA measured, type of MA task, language, modality input, semantic knowledge, and selection criteria). Method We reviewed 40 studies published in English between January 1990 and August 2021, representing a total of 5,018 participants (age range = 5.1–13.9 years). Studies with adults or English language learners were excluded. There were 49 independent samples in the chronological-age (CA) – dyslexia (DYS) comparison and 18 independent samples in the comparison between DYS and reading–level (RL) controls. Results A random-effects model analysis revealed a large effect size for the CA–DYS comparison (g = 1.11) and a non-significant effect size for the RL–DYS comparison (g = −0.08). Age was the only significant moderator of the effect sizes. Conclusion These findings suggest, first, that individuals with dyslexia experience significant difficulties in MA and second, that the effect sizes are as large as those reported for phonological awareness, rapid automatized naming, and orthographic knowledge. The lack of a significant RL-DYS difference indicates that MA is not a core causal feature of dyslexia.

查看原文本刊更多论文

发展性阅读障碍患者形态意识缺陷的meta分析

摘要目的我们进行了一项荟萃分析，以检查阅读障碍儿童是否存在形态意识缺陷，以及影响大小是否受到不同调节因素的影响（年龄、测量的形态意识方面、任务类型、语言、模态输入、语义知识和选择标准）。方法我们回顾了1990年1月至2021年8月期间以英语发表的40项研究，共有5018名参与者（年龄范围=5.1-13.9岁）。对成年人或英语学习者的研究被排除在外。在按时间顺序排列的年龄（CA）-阅读障碍（DYS）比较中有49个独立样本，在DYS和阅读水平（RL）对照之间的比较中有18个独立样本。结果随机效应模型分析显示，CA–DYS比较的效应大小较大（g=1.11），RL–DYS对比的效应大小不显著（g=-0.08）。年龄是影响大小的唯一显著调节因素。结论这些发现表明，首先，阅读障碍患者在MA方面经历了显著的困难，其次，影响大小与语音意识、快速自动命名和拼写知识的影响大小一样大。缺乏显著的RL-DYS差异表明MA不是阅读障碍的核心因果特征。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Scientific Studies of Reading Multiple-

CiteScore

7.20

自引率

2.70%

发文量

期刊介绍： This journal publishes original empirical investigations dealing with all aspects of reading and its related areas, and, occasionally, scholarly reviews of the literature, papers focused on theory development, and discussions of social policy issues. Papers range from very basic studies to those whose main thrust is toward educational practice. The journal also includes work on "all aspects of reading and its related areas," a phrase that is sufficiently general to encompass issues related to word recognition, comprehension, writing, intervention, and assessment involving very young children and/or adults.