Windsor J
Department of Communication Disorders, University of Minnesota, Minneapolis 55455, USA.
J Speech Lang Hear Res. 2000 Feb;43(1):50-61. doi: 10.1044/jslhr.4301.50.
This study investigated the relation among phonological awareness, morphological awareness, and reading achievement in 69 children with and without language-learning disabilities. Children participated in two morphological tasks that assessed skill in identifying the bases and suffixes of phonologically transparent and opaque derivatives. Transparent derivatives preserve the phonological characteristics of the base word (e.g., allow-allowable, pure-purist); opaque derivatives involve stress and/or vowel changes to the base (e.g., acid-acidic, flame-flammable). Children with language-learning disabilities were outperformed by chronological-age peers on each task and showed a level of accuracy similar to that of younger, typically achieving children. Regression analyses were used to determine the proportion of variance in reading accounted for by the morphological tasks beyond that accounted for by age and vocabulary knowledge. Performance with transparent derivatives added a significant, but small, proportion (6.9%) to total variance in word-identification scores and a nonsignificant proportion (2.2%) to passage-comprehension scores. Performance with opaque derivatives added a substantial contribution to word-identification scores (19.9%) and passage-comprehension scores (16.5%) beyond that accounted for by age, vocabulary knowledge, and performance with transparent derivatives. These results suggest that the ability to analyze phonological changes associated with derivation may mediate much of the link between the type of morphological awareness assessed here and reading achievement.
本研究调查了69名有和没有语言学习障碍的儿童在语音意识、词法意识和阅读成绩之间的关系。儿童参与了两项词法任务，这些任务评估了识别语音透明和不透明派生词的词基和词缀的技能。透明派生词保留了基础词的语音特征（例如，allow-allowable，pure-purist）；不透明派生词涉及基础词的重音和/或元音变化（例如，acid-acidic，flame-flammable）。在每项任务中，有语言学习障碍的儿童表现不如同龄的正常儿童，其准确率与年龄更小、通常阅读成绩良好的儿童相当。回归分析用于确定词法任务在阅读中所解释的方差比例，该比例超出了年龄和词汇知识所解释的方差比例。透明派生词任务的表现对单词识别分数的总方差增加了显著但较小的比例（6.9%），对篇章理解分数增加了不显著的比例（2.2%）。不透明派生词任务的表现对单词识别分数（19.9%）和篇章理解分数（16.5%）有很大贡献，超出了年龄、词汇知识以及透明派生词任务表现所解释的部分。这些结果表明，分析与派生词相关的语音变化的能力可能在很大程度上调节了此处评估的词法意识类型与阅读成绩之间的联系。
