希伯来语新手读者的语法密度和阅读理解能力

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Vered Vaknin-Nusbaum
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引用次数: 0

摘要

希伯来语通过使用与单词线性连接的绑定词素,可以将几个单词的意思用一个密集的形式表示出来。通过操纵文本中单词的密度,即把它们分解成孤立的单词,从而改变文本的长度,可以检验密度对新手读者阅读理解能力的影响。在 292 名来自社会经济地位较低背景的一年级学生中,有 79 人是阅读困难者(解码能力差),其余的是典型阅读者,每个人都接受了两种阅读理解测试:密度测试和分解测试。他们还接受了其他读写能力测试(认字、解码、语素意识、词汇和拼写),以了解他们的阅读能力和语素意识。结果显示,在控制词汇量的情况下,文本类型与阅读能力组之间存在明显的交互作用,这表明文本密度水平对各阅读能力组的阅读能力有不同的影响。这种交互作用表现为典型读者从分解文本中获益更多,与密集文本相比,这些文本的理解得分有所提高。相比之下,困难型读者的理解得分在两种文本类型之间没有显著差异,这表明文本密度对他们的阅读表现没有产生同等程度的影响。此外,典型读者在包括形态认知在内的所有读写能力测量中都表现得更好。研究结果表明,要从分解文本中获益,需要具备一定水平的语音解码和形态认知能力。词形密度为新手读者增加了另一层难度,他们需要展开单词的结构并揭示其全部含义--这一过程被认为是一个复杂的认知过程。他们还强调了在像希伯来语这样语素密集、语态复杂的语言中,从小培养语素意识的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Morphological density and reading comprehension in Hebrew novice readers

Hebrew allows the representation of the meaning of a few words in one dense form by using bound morphemes that linearly attach to the word. By manipulating words’ density in text, that is, decomposing them into isolated words which changes the length of the text, it was possible to check the impact of density on reading comprehension in novice readers. Each of the 292 s graders from a low SES background, of whom 79 were struggling readers (poor decoders) and the rest were typical readers, were tested in two reading comprehension tests: dense and decomposed. They also were tested in other literacy measures (word recognition, decoding, morphological awareness, vocabulary, and spelling) to learn about their reading proficiency and awareness of morphemes. The results showed a significant interaction between text type and reading ability group, while controlling for vocabulary, indicating that text density levels had varying effects on reading performance in each reading ability group. This interaction manifested as typical readers benefiting more from decomposed texts, evidenced by improved comprehension scores for these texts compared to dense texts. In contrast, struggling readers’ comprehension scores did not significantly differ between the two text types, suggesting that text density did not influence their reading performance to the same extent. Furthermore, typical readers exhibited better performance across all literacy measures, including morphological awareness. Findings suggest that a certain level of phonological decoding and morphological awareness are needed to benefit from decomposed texts. Morphological density adds another layer of difficulty for novice readers, who need to unfold the word’s structure and reveal the full meaning – a process that is assumed to be cognitively complex. They also highlight the importance of morpheme awareness in dense, morphologically complex languages like Hebrew at an early age.

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来源期刊
CiteScore
5.20
自引率
16.00%
发文量
0
期刊介绍: Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.
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