Hudson Kam Carla L, Sadlier-Brown Emily, Clark Shannon, Jang Chelsea, Demmans Epp Carrie, Thomson Jenny
The University of British Columbia, Canada.
University of Alberta, Canada.
First Lang. 2024 Aug;44(4):327-344. doi: 10.1177/01427237241245500. Epub 2024 Apr 23.
Many studies have shown that morphological knowledge has effects on reading comprehension separate from other aspects of language knowledge. This has implications for reading instruction and assessment: it suggests that children could have reading comprehension difficulties that are due to a lack of morphological knowledge, and thus, that explicit instruction of morphology might be helpful for them, indeed for all children. To find children who might especially benefit from specific instruction in morphology, we would need good tests of morphological knowledge. We evaluated a set of morphological awareness assessments to determine whether they conclusively tapped into morphological knowledge, and found that it was not possible to be certain that they were accurately targeting morphological knowledge.
许多研究表明，形态学知识对阅读理解有影响，这与语言知识的其他方面无关。这对阅读教学和评估有启示意义：这表明儿童可能因缺乏形态学知识而存在阅读理解困难，因此，明确的形态学教学可能对他们有帮助，实际上对所有儿童都有帮助。为了找到可能特别受益于形态学特定教学的儿童，我们需要良好的形态学知识测试。我们评估了一组形态学意识评估，以确定它们是否确实考查了形态学知识，结果发现无法确定它们是否准确针对形态学知识。
