语法意识干预对阅读障碍儿童阅读和拼写能力的影响

IF 1.6 4区教育学 Q2 EDUCATION, SPECIAL

Learning Disability Quarterly Pub Date : 2024-07-27 DOI:10.1177/07319487241259775

Barbara Bivar Mendes, John Robert Kirby

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引用次数: 0

摘要

本文研究了形态认知干预对四至六年级阅读障碍儿童单词阅读和拼写技能的影响。16 名儿童在 6 周内接受了 20 个小时的形态学指导，8 名儿童作为对照组，所有儿童在干预前后都接受了一系列阅读和拼写测试。学生们学习了形态学的本质和词素的类型，如何用词素组合单词或将单词分解成词素，从而从印刷品中获得意义和正确的发音，以及如何在阅读和拼写单词时使用形态学。重复测量方差分析和协方差分析表明，在形态认知、形态解码、形态分析和形态拼写方面，实验组的成绩明显高于对照组。在单词阅读（流利度和准确度）或标准化拼写测量方面，实验组没有明显的效果。

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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The Effects of a Morphological Awareness Intervention on Reading and Spelling Ability of Children With Dyslexia

This paper examines the effects of a morphological awareness intervention on the word reading and spelling skills of Grade 4 to 6 children with dyslexia. Sixteen children received 20 hours of morphologically oriented instruction spread over 6 weeks and eight served as controls, and all received a battery of reading and spelling tests before and after the intervention. Students were taught the nature of morphology and the types of morphemes, how words could be assembled from morphemes or deconstructed into morphemes to make meaning from print and access the correct pronunciation, and how to use morphology in reading and spelling words. Repeated measures analyses of variance and analyses of covariance indicated that the experimental group showed significantly larger gains than the control group on measures of morphological awareness, morphological decoding, morphological analysis, and morphological spelling. There were no significant effects on word reading (fluency and accuracy) or on standardized spelling measures.

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来源期刊

Learning Disability Quarterly Multiple-

CiteScore

3.50

自引率

11.10%

发文量

期刊介绍： Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.