Gray Susan H, Ehri Linnea C, Locke John L
1Communication Sciences and Disorders, Bridgewater State University, Bridgewater, MA 02325 USA.
2Educational Psychology, CUNY Graduate Center, 365 Fifth Avenue, New York, NY 10016 USA.
Read Writ. 2018;31(1):75-98. doi: 10.1007/s11145-017-9774-9. Epub 2017 Sep 23.
A randomized control trial compared the effects of two kinds of vocabulary instruction on component reading skills of adult struggling readers. Participants seeking alternative high school diplomas received 8 h of scripted tutoring to learn forty academic vocabulary words embedded within a civics curriculum. They were matched for language background and reading levels, then randomly assigned to either morpho-phonemic analysis teaching word origins, morpheme and syllable structures, or traditional whole word study teaching multiple sentence contexts, meaningful connections, and spellings. Both groups made comparable gains in learning the target words, but the morpho-phonemic group showed greater gains in reading unfamiliar words on standardized tests of word reading, including word attack and word recognition. Findings support theories of word learning and literacy that promote explicit instruction in word analysis to increase poor readers' linguistic awareness by revealing connections between morphological, phonological, and orthographic structures within words.
一项随机对照试验比较了两种词汇教学方法对成年阅读困难者的分项阅读技能的影响。寻求替代高中文凭的参与者接受了8小时的脚本辅导，以学习公民课程中嵌入的40个学术词汇。根据语言背景和阅读水平对他们进行匹配，然后随机分配到形态音位分析组，学习单词起源、语素和音节结构，或传统的全词学习组，学习多个句子语境、有意义的联系和拼写。两组在学习目标单词方面都取得了相当的进步，但形态音位组在单词阅读标准化测试中，包括单词攻击和单词识别，在阅读不熟悉单词方面表现出更大的进步。研究结果支持了单词学习和读写能力的理论，这些理论提倡通过揭示单词内部形态、语音和正字法结构之间的联系，对单词分析进行明确的教学，以提高阅读困难者的语言意识。
