首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 437 毫秒
1.
This paper begins by presenting theoretical arguments and empirical evidence to support the idea that morpheme analysis strategies play a part in word recognition in reading, and in dyslexia in particular. The results of two studies are presented which indicate that dyslexic adolescents use recognition of root morphemes as a compensatory strategy in reading of both single words and coherent text. Furthermore, the evidence is reviewed that the use of morpheme recognition as a strategy in reading to some extent depends on the linguistic awareness of morphemes in spoken language. Finally, results from a pilot study of the effects of morphological awareness training of dyslexic students are presented which suggest that it may be possible to improve the awareness of morphology independently of phoneme awareness, and that such a training may have positive effects on reading of coherent text and on the accurate spelling of morphologically complex words.  相似文献   

2.
Morphological analysis of words has been shown to characterize skilled reading. A manipulation on the presentation of words, designed to encourage this process, was examined in dyslexic readers. Fifty-eight Hebrew-speaking university students with dyslexia were divided into three groups. One underwent a very short-term morpheme-based training, consisting of a time-restricted exposure to the root morphemes of words presented in a lexical decision task. The rest of the words’ letters remained on screen until a response. Another group received a control training consisting of the same procedure, except that the presentation of a nonmorphological orthographic unit was manipulated. Two untrained control groups, of dyslexic readers and of typical readers (n = 20), received pre- and posttest measures without training. The results suggest modest but positive effects on reading and spelling following the morpheme-based training, thereby suggesting that the morphological manipulation examined should be integrated in more intensive trainings.  相似文献   

3.
The present study sought to identify cognitive abilities that might distinguish Hong Kong Chinese adolescents with dyslexia and to assess how these abilities were associated with Chinese word reading, word dictation, and reading comprehension. The cognitive skills of interest were morphological awareness, visual-orthographic knowledge, rapid naming, and verbal working memory. A total of 90 junior secondary school students, 30 dyslexic, 30 chronological age controls, and 30 reading level controls was tested on a range of cognitive and literacy tasks. Dyslexic students were less competent than the control students in all cognitive and literacy measures. The regression analyses also showed that verbal working memory, rapid naming, morphological awareness, and visual-orthographic knowledge were significantly associated with literacy performance. Findings underscore the importance of these cognitive skills for Chinese literacy acquisition. Overall, this study highlights the persistent difficulties of Chinese dyslexic adolescents who seem to have multiple causes for reading and spelling difficulties.  相似文献   

4.
This exploratory study aimed to evaluate the spelling of derived words by dyslexic adolescents and to verify whether this is associated with lack of vocabulary and/or morphological knowledge. A cross-sectional reading level-design was employed in order to determine differences in spelling, derivational morphology and vocabulary tasks between dyslexic students aged 13+ and age-matched and reading level matched control groups. The study confirmed a profound spelling impairment of dyslexic students in comparison with two control groups but this was not associated with poor vocabulary in relation with their age-peers. In contrast, they exhibited lower levels of morphological knowledge than age-matched controls but equivalent with the reading level controls. These results are interpreted in the light of current developmental models of spelling that support a reciprocal interaction between spelling and metamorphology.  相似文献   

5.
Morphological awareness in developmental dyslexia   总被引：5，自引：0，他引：5  
This study examines morphological awareness in developmental dyslexia. While the poor phonological awareness of dyslexic children has been related to their difficulty in handling the alphabetical principle, less is known about their morphological awareness, which also plays an important part in reading development. The aim of this study was to analyze in more detail the implications of the phonological impairments of dyslexics in dealing with larger units of language such as morphemes. First, the performance of dyslexic children in a series of morphological tasks was compared with the performance of children matched on reading-level and chronological age. In all the tasks, the dyslexic group performed below the chronological age control group, suggesting that morphological awareness cannot be developed entirely independently of reading experience and/or phonological skills. Comparisons with the reading-age control group indicated that, while the dyslexic children were poorer in the morphemic segmentation tasks, they performed normally for their reading level in the sentence completion tasks. Furthermore, they produced more derived words in the production task. This suggests that phonological impairments prevent the explicit segmentation of affixes while allowing the development of productive morphological knowledge. A second study compared dyslexic subgroups defined by their degree of phonological impairment. Our results suggest that dyslexics develop a certain type of morphological knowledge, which they use as a compensatory reading strategy.  相似文献   

6.
Behavioral and neurophysiological effects of a computer-aided morphological training protocol were examined in German-speaking children from Grades 3 to 9. Study 1 compared morphological awareness, reading, and spelling skills of 34 trained children with an untrained control group of 34 children matched for age, sex, and intelligence. All participants in the training group showed increases in morphological awareness, but only students from secondary school improved significantly in reading and spelling competences. In Study 2, a subsample of 8 trained children with poor spelling and reading abilities and 10 untrained children with higher language competencies underwent an electroencephalography testing involving three different language tasks. The training resulted in decreased theta-activity and increased activity in lower (7–10 Hz) and upper alpha (10–13 Hz). These findings reflect more effortful and attention-demanding processing after the training and suggest that children with poor spelling and reading abilities use the acquired morphological knowledge in terms of a compensatory strategy.  相似文献   

7.
We evaluated the effect of morphological awareness training delivered in preschool (8 months before school entry) on reading ability at the end of grade 1 and 5 years later (in Grade 6). In preschool, one group of children received morphological awareness training, while a second group received phonological awareness training. A control group followed the ordinary preschool curriculum. The comparison between each training condition and the control condition is quasi experimental, whereas the comparison between the morphological and phonological treatments is randomized at group level. In Grade 1 children in the morphological awareness training group had significantly higher scores than children in the control group on both word reading and text reading measures, but no differences were found between the experimental groups. In Grade 6 children in the morphological awareness training group had significantly higher scores compared with the control group on a latent measure of reading comprehension, whereas the children in the phonological awareness training group did not differ from the controls; although the experimental groups did not differ significantly from each other. The results suggest that early training in morphological awareness can have long-term effects on children’s literacy skills.  相似文献   

8.
Abstract

This paper examines the role played by morphological awareness in explaining difficulties in reading and writing words with arbitrary spelling in a group of students who have reading-writing difficulties. Specifically, the relationship between morphological, morphosyntactic and phonological awareness and reading errors and success in arbitrary spelling is studied. This paper also describes to what extent the morphological and morphosyntactic awareness of students with reading difficulties explains errors in reading and in the correct spelling of words with arbitrary spelling. The results indicate that morphological, morphosyntactic and phonological awareness are related to learning reading and arbitrary spelling in Spanish. However, morphosyntactic awareness is more important in explaining serious reading errors and success in writing with arbitrary spelling among students with reading-writing difficulties.  相似文献   

9.
The focus of this paper will be the issues involved in developing a spelling program for an adult with dyslexia. Thus a review of research and identification of the implications of such research will be undertaken. It is appropriate to address spelling because it is poor spelling rather than poor reading which remains a weakness for the dyslexic adult (Singleton, 1991). Spelling is also perceived as being more difficult (Miles 1993). Yet another value in teaching specific spelling skills to dyslexic learners is that some research suggests that spelling training given in conjunction with phonological awareness training facilitates reading development at a faster rate (Ehri, 1989). No attempt will be made to develop specific teaching strategies orto evaluate specific methods for the teaching of dyslexic learners, although reference may be made to either or both of these aspects.  相似文献   

10.
The goal of this study was to explore the relationship between morphological awareness and the spelling of morphemes and morphologically complex words among 75 third- and fourth-grade Francophone students of low socio-economic status. To reach this objective, we administered a dictation comprised of morphologically complex words with prefixes, bases, morphogrammes and suffixes. The target items had inconsistent or infrequent spellings, so their spelling required children to apply morphological knowledge. The children also completed three tests that measured morphological awareness. Correlational analyses indicated that a higher level of morphological awareness was significantly associated with the spelling of each type of morpheme. Regression analyses showed that it made a unique contribution only to the spelling of morphogrammes (4 %), suffixes (9 %), and morphologically complex words (5 %) after grade level, word identification, non-verbal intelligence and phonological awareness were partialled out. However, morphological awareness no longer predicted the spelling of morphologically complex words when the spelling of morphemes was entered in the regression model. These findings extending those of previous studies with respect to the role of morphological awareness in the production of morphologically complex written words and contribute to the discussion on the nature of the link between morphological awareness and word spelling.  相似文献   

11.
Dyslexia is a developmental disability affecting the acquisition of reading and writing skills, and its developmental nature makes longitudinal research of great importance. This study therefore investigated the cognitive-linguistic profiles of the typical-functioning dyslexics and high-functioning dyslexics with longitudinal cohorts of Chinese-speaking adolescents diagnosed with childhood dyslexia. These two dyslexic groups of fifty students (with 25 typical-functioning dyslexics) were assessed in Grade 2 (Time 1) and in Grade 8 (Time 2), whereas 25 typically developing controls were assessed at Time 2. Students were administered measures of phonological awareness, morphological skills, visual-orthographic knowledge, rapid naming, verbal working memory, and literacy skills. Results showed that, at Time 2, both dyslexic groups performed less well than the control group on most of the measures. Deficits in rapid naming were particularly salient in both dyslexic groups. Comparing the two dyslexic groups, the typical-functioning dyslexics had more multiple deficits than the high-functioning dyslexics. Findings highlight the importance of rapid naming deficits as potential universal causes of dyslexia and the utility of targeting visual-orthographic knowledge and morphological skills in supporting the development of dyslexic adolescents.  相似文献   

12.
This study investigated the phonological processing skills of university students with dyslexia. Fifty-nine students participated in this study: 28 with reading disabilities based on recent psychological assessments and a history of early and persistent reading problems; and 31 controls. The two groups did not differ on estimates of verbal and nonverbal abilities. The dyslexia group performed significantly less well on standardized measures of reading and spelling. However, the dyslexia group scores on these measures fell within the average range. The main dependent variables were subsumed under three areas of phonological processing: phonological awareness, phonological recoding in lexical access, and phonological recoding in working memory. The control group performed significantly better on all phonological processing measures, particularly those measures involving accuracy and response times. Despite age-appropriate performances on standardized reading and spelling measures, phonological processing deficits persisted in the dyslexia group. These findings support the causal role of phonological awareness in the acquisition of reading skills and indicate that differences in phonological processing skills are still evident in a sample of university students with dyslexia compared a group matched on age and education.  相似文献   

13.
This study examined the effects of training in phonological awareness on kindergarten children. Comparisons of children at risk (i.e., children with initially low levels of metalinguistic ability) with initially average and advanced children revealed that training gains were similar for all of these groups. Furthermore, training had comparable long-term effects on reading and spelling in Grades 1 and 2 for each group. In fact, the trained children at risk showed better reading and spelling performance than a randomly selected control group. Although considerable individual differences in training effectiveness were found Within the group of at-risk children, there was clear evidence that the training program substantially reduced the risk of becoming dyslexic in school.  相似文献   

14.
The role of spelling recognition was examined in word reading skills and reading comprehension for dyslexic and nondyslexic children. Dyslexic and nondyslexic children were matched on their raw word reading proficiency. Relationships between spelling recognition and the following were examined for both groups of children: verbal ability, working memory, phonological measures, rapid naming, word reading, and reading comprehension. Children’s performance in spelling recognition was significantly associated with their skills in word reading and reading comprehension regardless of their reading disability status. Furthermore, spelling recognition contributed significant variance to reading comprehension for both dyslexic and nondyslexic children after the effects of phonological awareness, rapid naming, and word reading proficiency had been accounted for. The results support the role of spelling recognition in reading development for both groups of children and they are discussed using a componential reading fluency framework.  相似文献   

15.
Our initial study compared 15 normally- developing and 13 language- delayed four- and- five- year- olds on a range of phoneme awareness tasks differing in the degree of explicit linguistic analysis required. The language- delayed group performed more poorly than the normally- developing children, and there were significant group differences on several tasks. A significant interaction effect reflected the particular difficulty the language- delayed group had with the more explicit tasks. Follow- up testing suggests that group differences are maintained over time and that the language- delayed children perform more poorly than the normally- developing children on tests of decoding and spelling at the end of first grade. An intervention study, training phoneme awareness skills in language-delayed kindergarten children, was undertaken with a new group of subjects. Fourteen language- delayed children participated in 16 training sessions over eight weeks. Fourteen normal and 14 language- delayed children served as controls. Only the language- delayed training group made significant gains from pre- to posttraining measures. Following training, the language-delayed training group performed similarly to normal controls and significantly better than language- delayed controls whom they had matched before intervention. One year later, the language-delayed children who received training maintained their gains on phoneme analysis tasks and performed significantly better than the language-delayed controls on reading measures. Educational implications are discussed.  相似文献   

16.
The aim of this longitudinal study is to examine the contribution of morphological awareness to the prediction of reading and spelling in Greek. The target group (N = 404) consisted of children, aged 6–9 years at the start of the project, who learn literacy in Cyprus. Because there are no standardized measures of morphological awareness for Greek Cypriot children, morphological awareness measures were developed and validated. A concurrent analysis of the first wave of data collection showed that morphological awareness made a unique contribution to the prediction of reading and spelling in Greek. The longitudinal analyses showed that morphological awareness predicted performance in reading eight months later, even after partialling out grade level, verbal intelligence, phonological awareness and initial scores in reading and spelling. This study makes theoretical, empirical and practical educational contributions. It shows the long term and specific relation of morphological awareness with reading in Greek and establishes the plausibility of a causal link between morphological awareness and reading, which must be tested in further research using intervention methods. In practice, this study contributes valid measures for assessing morphological awareness in Greek as well as a new measure of spelling skill.  相似文献   

17.
Two groups of adolescents with a childhood history of language impairment were compared with a group of developmentally dyslexic young people of the same age and nonverbal ability. The study also included two comparison groups of typically developing children, one of the same age as those in the clinical groups, and a younger comparison group of similar reading level to the dyslexic students. Tests of spoken and written language skills revealed that the adolescents with dyslexia were indistinguishable from those with resolved language impairments on spoken language tasks, and both groups performed at age-expected levels. However, both dyslexic readers and those with resolved specific language impairments showed deficits in phonological awareness. On written language tasks, a different pattern of performance was apparent. In reading and spelling, adolescents with dyslexia performed only as well as those with persistent oral language impairments and younger controls. However, their reading comprehension was better. The theoretical and educational implications of these findings are discussed.  相似文献   

18.
Dyslexic readers are typically regarded as being treatment resistant when exposed to reading intervention. The aim of this study was to determine the practical utility of employing an instrument such as the phonological assessment battery (PhAB) as a means of identifying dyslexic (with poor phonological processing skills) from non-dyslexic older low-progress readers. A sample of 22 older low-progress readers was assessed on the PhAB and also on a variety of reading and spelling measures prior to receiving and following an intensive, systematic, skills-based literacy intervention program for two terms. The group as a whole made substantial and significant mean gains on all reading and spelling measures but there were no appreciable differences in gain between those students identified as dyslexic and those who were not. Moreover, none of the PhAB subtest scores predicted size of gains. The intensive literacy instruction, however, appeared to improve performance on several subscales of the PhAB. These results provide evidence of the need for intensive literacy remediation for all low-progress readers, regardless of their categorisation, and lend support to those who advocate a non-categorical approach to addressing reading disability. Identifying dyslexic readers may not be helpful and teaching phonological awareness as a separate component may not be necessary to meet the needs of older low-progress readers.  相似文献   

19.
This study was an investigation of reading and spelling errors of dyslexic Arabic readers (n=20) compared with two groups of normal readers: a young readers group, matched with the dyslexics by reading level (n=20) and an age-matched group (n=20). They were tested on reading and spelling of texts, isolated words and pseudowords. Two research questions were the focus of this study: What are the reading and spelling profile errors of dyslexic native Arabic speakers? What is the effect of the Arabic orthography on these types of errors? The results of the reading error analysis revealed a clear contribution of the uniqueness of the Arabic orthography to the types of errors made by the three different groups. In addition, the error profiles of the dyslexic readers were similar to the error profiles made by the younger reading-level-matched group in percentages and in quality. The most prominent types of errors were morphological and semiphonetic, which highlighted the contribution of the Arabic orthography to these types of errors. Consistently, the profile of the spelling errors was similar in percentages and quality among the dyslexics and the reading-level-matched group but different from the age-matched group on the spelling measures. The analysis of the spelling errors revealed that the dominant type of error was mostly phonetic due to the limited orthographic lexicon. In addition, the Arabic orthography also contributed to these types of errors because many spelling mistakes were made due to poor knowledge of the spelling rules. The results of the reading and spelling errors are discussed from a reading development point of view. Further, two models are suggested, one for reading and one for spelling, to illustrate the cognitive processes that underlie the reading and spelling mistakes in this type of orthography.  相似文献   

20.
A phonological awareness program was evaluated in a small-scale study using thirty eight children from three intact kindergarten classes at an American school on the outskirts of London. The average age of the children was five years four months. There was one experimental class and two control classes. The experimental class received a Danish training program of metalinguistic games and exercises. One control class used a kindergarten reading and writing program called Success in Kindergarten Reading and Writing which incorporates phonological awareness skills, but in an informal way. The other control class followed the normal kindergarten program. The results showed that the children in the experimental group and the Success in Kindergarten group had significantly greater gains in reading and spelling measures given at the end of the year. They also did better on six of the metalinguistic tests, with the experimental group showing significantly greater gains in all the tests of phoneme awareness than the other two groups. The implications of a formal versus informal phonological awareness training program are discussed.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号