Department of Teaching and Learning, Vanderbilt University's Peabody College, Nashville, TN, USA.
Ann Dyslexia. 2010 Dec;60(2):183-208. doi: 10.1007/s11881-010-0041-x. Epub 2010 Aug 27.
This study synthesizes 79 standardized mean-change differences between control and treatment groups from 17 independent studies, investigating the effect of morphological interventions on literacy outcomes for students with literacy difficulties. Average total sample size ranged from 15 to 261 from a wide range of grade levels. Overall, morphological instruction showed a significant improvement on literacy achievement (d = 0.33). Specifically, its effect was significant on several literacy outcomes such as phonological awareness (d = 0.49), morphological awareness (d = 0.40), vocabulary (d = 0.40), reading comprehension (d = 0.24), and spelling (d = 0.20). Morphological instruction was particularly effective for children with reading, learning, or speech and language disabilities, English language learners, and struggling readers, suggesting the possibility that morphological instruction can remediate phonological processing challenges. Other moderators were also explored to explain differences in morphological intervention effects. These findings suggest students with literacy difficulties would benefit from morphological instruction.
本研究综合了 17 项独立研究中对照组和治疗组之间的 79 项标准化均数变化差异，旨在探究形态学干预对有读写困难的学生的读写成绩的影响。平均总样本量从广泛的年级范围的 15 到 261 不等。总体而言，形态学教学对读写成绩有显著提高（d=0.33）。具体来说，它对一些读写成绩有显著影响，如语音意识（d=0.49）、形态意识（d=0.40）、词汇（d=0.40）、阅读理解（d=0.24）和拼写（d=0.20）。形态学教学对阅读、学习、言语语言障碍、英语学习者和阅读困难的儿童尤其有效，这表明形态学教学可能可以补救语音处理方面的挑战。还探讨了其他调节因素，以解释形态学干预效果的差异。这些发现表明，有读写困难的学生将受益于形态学教学。
