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Exploring How Initial Response to Instruction Predicts Morphology Outcomes Among Students With Decoding Difficulties.
Language, Speech, and Hearing Services in Schools ( IF 2.4 ) Pub Date : 2020-07-15 , DOI: 10.1044/2020_lshss-19-00097
Yujeong Park 1 , Mary T Brownell 2 , Deborah K Reed 3 , Sana Tibi 4 , Linda J Lombardino 2
Affiliation  

Children with weak decoding skills often struggle to learn multisyllabic words during reading instruction. The primary purpose of this study was to investigate the extent to which initial response to morphological awareness instruction, along with specific language and cognitive variables (i.e., phonological awareness, rapid naming, orthographic knowledge/awareness, verbal comprehension, working memory), predicts responsiveness to morphological awareness instruction for third-grade students who were at risk for reading disabilities. Thirty-nine third-grade students with decoding deficits were assessed on five independent variables identified as critical predictors of future performance on morphological tasks. A series of regression analyses showed that initial response to instruction, compared to other cognitive and language variables, predicted the most variance in students' morphological skills with prefixes. Furthermore, two cognitive variables, verbal working memory and comprehension, were predictive of performance on morphological tasks after accounting for initial response to instruction. Findings from this study suggest that students with decoding deficits may benefit from morphological instruction and those who demonstrate low response to initial morphological instruction or have weak verbal comprehension and verbal working memory abilities could be risk for failing to acquire morphological instruction as expected.

中文翻译:

探索对指令的初始反应如何预测具有解码困难的学生的形态学结果。

解码能力较弱的孩子在阅读教学中常常难以学习多音节单词。这项研究的主要目的是调查对形态意识指导的初始反应以及特定语言和认知变量(即语音意识,快速命名,正字法知识/意识,口头理解,工作记忆)在多大程度上预测响应能力对有阅读障碍风险的三年级学生进行形态学意识教育。对39名解码缺陷的三年级学生进行了五个独立变量的评估,这些变量被确定为未来在形态任务上表现的关键预测指标。一系列回归分析表明,与其他认知和语言变量相比,对指令的初始反应是 用前缀预测学生的形态技能变化最大。此外,在考虑了对指令的最初反应后,两个认知变量,即口头工作记忆和理解能力,可以预测形态任务的表现。这项研究的结果表明,解码能力不足的学生可能会从形态学指导中受益,而那些对初始形态学指导的反应较弱或语言理解能力和语言工作记忆能力较弱的学生则有可能无法按预期获得形态学指导。
更新日期:2020-07-15
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