School of Philosophy and Education, Aristotle University of Thessaloniki, 54124, Thessaloniki, Greece.
Ann Dyslexia. 2022 Oct;72(3):509-531. doi: 10.1007/s11881-022-00267-z. Epub 2022 Jul 30.
The goal of this study was to investigate the contribution of morphological awareness to reading fluency of children with and without dyslexia in a transparent orthography, such as the Greek one. The sample consisted of 256 Greek-speaking children (2 grade: 32 dyslexic and 105 typical readers, 5 grade: 28 dyslexic and 91 typical readers). Morphological awareness was assessed with three tasks, examining inflectional, derivational, and compounding morphology. Reading fluency was evaluated at word, text, and silent level. The results indicated that dyslexic children both in 2 and 5 grade face significant difficulties in inflectional, derivational, and compounding morphology compared to their peers. Hierarchical regression analyses revealed that morphological awareness significantly contributed to reading fluency of children with and without dyslexia, after controlling for non-verbal intelligence, vocabulary, and phonological awareness. Among typical readers, results indicated that inflectional, derivational, and compounding morphology had a small but significant effect on word, text, and silent reading fluency in 2grade and derivational and inflectional morphology on text and silent reading fluency in 5 grade, after controlling for non-verbal intelligence, vocabulary, and phonological awareness. For dyslexic children, a moderate-to-large effect of inflectional and derivational morphology on text and word reading fluency was restricted to 2 grade. Overall, morphological skills may play a supportive role in reading fluency of Greek children in first and last elementary grades. On the other hand, for Greek children facing reading problems morphological skills appeared to have a strong role in reading fluency only in first grades. Our study provided some preliminary data for the dyslexics' ability of morphological processing as a scaffolding skill for reading fluency. Implications of these findings for education are discussed.
本研究旨在探讨在透明拼写（如希腊语）中，形态意识对有和无阅读障碍的儿童阅读流畅性的贡献。样本由 256 名讲希腊语的儿童组成（2 年级：32 名阅读障碍儿童和 105 名典型阅读者，5 年级：28 名阅读障碍儿童和 91 名典型阅读者）。形态意识通过三个任务进行评估，考察屈折、派生和复合形态。阅读流畅性在单词、文本和默读水平上进行评估。结果表明，与同龄人相比，2 年级和 5 年级的阅读障碍儿童在屈折、派生和复合形态方面都面临着显著的困难。分层回归分析表明，在控制非言语智力、词汇和语音意识后，形态意识对有和无阅读障碍的儿童的阅读流畅性有显著贡献。在典型阅读者中，结果表明，在控制非言语智力、词汇和语音意识后，屈折、派生和复合形态对 2 年级的单词、文本和默读流畅性有较小但显著的影响，派生和屈折形态对 5 年级的文本和默读流畅性有影响。对于阅读障碍儿童，屈折和派生形态对文本和单词阅读流畅性的中等至较大影响仅限于 2 年级。总的来说，形态技能可能在希腊儿童的一年级和最后一年级的阅读流畅性中发挥支持作用。另一方面，对于面临阅读问题的希腊儿童，形态技能似乎仅在一年级对阅读流畅性有重要作用。我们的研究为阅读障碍者的形态处理能力提供了一些初步数据，作为阅读流畅性的支撑技能。这些发现对教育的意义将进行讨论。
