Justi Francis Ricardo Dos Reis, de Oliveira Bruno Stefani Ferreira, Justi Cláudia Nascimento Guaraldo
Department of Psychology, Federal University of Juiz de Fora, Juiz de Fora, MG, 36036-330, Brazil.
Psicol Reflex Crit. 2023 Feb 3;36(1):4. doi: 10.1186/s41155-022-00245-9.
Studies have provided evidence that morphological awareness contributes to word reading in opaque languages such as English. However, this relationship is not yet established for Brazilian Portuguese, a much less opaque language. The present study performed a longitudinal investigation of the relationship between morphological awareness and word reading in 162 children from 2nd to 5th grades of elementary school. The children were evaluated in the final quarter of the respective school year (time 1) and 1 year later (time 2). Hierarchical regression analyses controlling for intelligence, phonological awareness, and phonological working memory were conducted. The hierarchical regression analyses were followed up by cross-lagged panel correlations, and both results converged to word reading measured in the 2nd and 3rd grades contributing to morphological awareness 1 year later. In addition, morphological awareness measured in the 4th grade contributed to word reading 1 year later. The greater transparency of Brazilian Portuguese may make morphological awareness less important for word reading in the early grades; however, in older children, morphological awareness is important for word reading performance.
研究已提供证据表明，形态意识有助于英语等非透明语言中的单词阅读。然而，对于巴西葡萄牙语这种透明度高得多的语言来说，这种关系尚未确立。本研究对162名小学二至五年级的儿童进行了一项关于形态意识与单词阅读之间关系的纵向调查。这些儿童在各自学年的最后一个季度（时间1）和1年后（时间2）接受了评估。进行了控制智力、语音意识和语音工作记忆的分层回归分析。分层回归分析之后进行了交叉滞后面板相关性分析，两个结果都表明二、三年级时测量的单词阅读对一年后的形态意识有影响。此外，四年级时测量的形态意识对一年后的单词阅读有影响。巴西葡萄牙语更高的透明度可能使形态意识在低年级对单词阅读不那么重要；然而，在年龄较大的儿童中，形态意识对单词阅读表现很重要。
