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.

中文翻译：

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有和没有语音障碍的二，三年级学生的形态意识技能。

目的形态意识是指有意识地操纵语言中最小含义单位的能力。形态意识有助于具有典型语言的儿童和有语言障碍的儿童的识字技能取得成功。但是，很少有研究集中在可能有识字障碍风险的语音障碍儿童的形态意识技能上。没有研究者检查过SSD患儿的形态学意识技能，并使用代表形态学意识的全面定义的任务将他们的技能与具有典型言语的儿童进行了比较，这是本研究的主要目的。方法30名具有SSD的二，三年级学生和30名具有典型语言能力，年龄和接受词汇相匹配的学生，完成了四个形态意识任务和接受词汇，实词阅读，伪单词阅读和单词级拼写的测量。结果结果表明，有和没有固态硬盘的学生的形态意识技能没有差异。尽管形态意识与学生的识字能力有中等程度的关系，但在形态意识任务上的表现对儿童的实词阅读和拼写技能的贡献几乎没有，除了假单词阅读所占的比例没有其他变化。结论研究结果表明，患有SSD的早期基本年龄学生可能不会出现伴随的形态学意识障碍，并且这些学生的形态学意识技能可能不会在他们的单词水平读写能力中发挥独特的作用。