Manolitsis George, Grigorakis Ioannis, Georgiou George K
Department of Preschool Education, University of Crete, Rethymno, Greece.
Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada.
Front Psychol. 2017 Oct 13;8:1793. doi: 10.3389/fpsyg.2017.01793. eCollection 2017.
The purpose of this longitudinal study was to examine the role of three morphological awareness (MA) skills (inflection, derivation, and compounding) in word reading fluency and reading comprehension in a relatively transparent orthography (Greek). Two hundred and fifteen (104 girls; = 67.40 months, at kindergarten) Greek children were followed from kindergarten (K) to grade 2 (G2). In K and grade 1 (G1), they were tested on measures of MA (two inflectional, two derivational, and three compounding), letter knowledge, phonological awareness, rapid automatized naming (RAN), and general cognitive ability (vocabulary and non-verbal IQ). At the end of G1 and G2, they were also tested on word reading fluency and reading comprehension. The results of hierarchical regression analyses showed that the inflectional and derivational aspects of MA in K as well as all aspects of MA in G1 accounted for 2-5% of unique variance in reading comprehension. None of the MA skills predicted word reading fluency, after controlling for the effects of vocabulary and RAN. These findings suggest that the MA skills, even when assessed as early as in kindergarten, play a significant role in reading comprehension development.
这项纵向研究的目的是考察三种形态意识（MA）技能（词形变化、派生词和复合词）在一种相对透明的正字法（希腊语）中对单词阅读流畅性和阅读理解的作用。215名（104名女孩；幼儿园时平均年龄67.40个月）希腊儿童从幼儿园（K）一直跟踪到二年级（G2）。在幼儿园和一年级（G1）时，他们接受了形态意识（两种词形变化、两种派生词和三种复合词）、字母知识、语音意识、快速自动命名（RAN）以及一般认知能力（词汇和非言语智商）的测试。在一年级末和二年级末，他们还接受了单词阅读流畅性和阅读理解的测试。分层回归分析结果表明，幼儿园时形态意识的词形变化和派生词方面以及一年级时形态意识的所有方面在阅读理解的独特方差中占2% - 5%。在控制了词汇和快速自动命名的影响后，没有一种形态意识技能能够预测单词阅读流畅性。这些发现表明，形态意识技能即使在幼儿园就进行评估，在阅读理解发展中也起着重要作用。
