Department of Communication Sciences and Disorders, University of South Carolina, Columbia.
Department of Speech Pathology and Audiology, University of South Alabama, Mobile.
Lang Speech Hear Serv Sch. 2020 Jul 15;51(3):603-616. doi: 10.1044/2019_LSHSS-19-00045.
Purpose Morphological awareness is the ability to consciously manipulate the smallest units of meaning in language. Morphological awareness contributes to success with literacy skills for children with typical language and those with language impairment. However, little research has focused on the morphological awareness skills of children with speech sound disorders (SSD), who may be at risk for literacy impairments. No researcher has examined the morphological awareness skills of children with SSD and compared their skills to children with typical speech using tasks representing a comprehensive definition of morphological awareness, which was the main purpose of this study. Method Thirty second- and third-grade students with SSD and 30 with typical speech skills, matched on age and receptive vocabulary, completed four morphological awareness tasks and measures of receptive vocabulary, real-word reading, pseudoword reading, and word-level spelling. Results Results indicated there was no difference between the morphological awareness skills of students with and without SSD. Although morphological awareness was moderately to strongly related to the students' literacy skills, performance on the morphological awareness tasks contributed little to no additional variance to the children's real-word reading and spelling skills beyond what was accounted for by pseudoword reading. Conclusions Findings suggest that early elementary-age students with SSD may not present with concomitant morphological awareness difficulties and that the morphological awareness skills of these students may not play a unique role in their word-level literacy skills. Limitations and suggestions for future research on the morphological awareness skills of children with SSD are discussed.
目的
形态意识是指有意识地操纵语言中最小意义单位的能力。形态意识有助于具有典型语言和语言障碍的儿童在读写技能方面取得成功。然而，很少有研究关注语音障碍（SSD）儿童的形态意识技能，而这些儿童可能存在读写障碍的风险。没有研究人员检查过 SSD 儿童的形态意识技能，并将其与具有典型言语的儿童进行比较，使用代表形态意识综合定义的任务来比较他们的技能，这是本研究的主要目的。
方法
30 名 2 年级和 3 年级的 SSD 儿童和 30 名具有典型言语技能的儿童，在年龄和接受性词汇方面相匹配，完成了四项形态意识任务和接受性词汇、真实单词阅读、假词阅读和单词拼写水平的测量。
结果
结果表明，有 SSD 和无 SSD 的学生的形态意识技能没有差异。尽管形态意识与学生的读写技能之间存在中度到高度的相关性，但在形态意识任务上的表现对儿童的真实单词阅读和拼写技能的贡献很小，甚至没有超过假词阅读所解释的额外差异。
结论
研究结果表明，早期小学年龄的 SSD 儿童可能不会同时出现形态意识困难，并且这些学生的形态意识技能可能不会在他们的单词水平读写技能中发挥独特的作用。讨论了对 SSD 儿童形态意识技能的未来研究的限制和建议。
