Casalis Séverine, Colé Pascale, Sopo Delphine
Laboratoire URECA (EA 1059), University Charles de Gaulle-Lille 3, France.
Ann Dyslexia. 2004 Jun;54(1):114-38. doi: 10.1007/s11881-004-0006-z.
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.
本研究考察了发育性阅读障碍中的形态意识。虽然阅读障碍儿童较差的语音意识与他们在掌握字母原则方面的困难有关，但对于他们的形态意识了解较少，而形态意识在阅读发展中也起着重要作用。本研究的目的是更详细地分析阅读障碍者语音损伤在处理诸如语素等更大语言单位时的影响。首先，将阅读障碍儿童在一系列形态任务中的表现与在阅读水平和实足年龄上相匹配的儿童的表现进行比较。在所有任务中，阅读障碍组的表现低于实足年龄对照组，这表明形态意识不能完全独立于阅读经验和/或语音技能而发展。与阅读年龄对照组的比较表明，虽然阅读障碍儿童在语素切分任务中表现较差，但他们在句子完成任务中的表现与其阅读水平相符。此外，他们在产出任务中生成了更多派生词。这表明语音损伤会妨碍词缀的明确切分，同时却允许生成性形态知识的发展。第二项研究比较了根据语音损伤程度定义的阅读障碍亚组。我们的结果表明，阅读障碍者发展出了某种类型的形态知识，并将其用作一种补偿性阅读策略。
