Purpose The current study takes a practical and theoretically grounded look at assessment of morphological knowledge and its potential to deepen understanding of how morphological knowledge supports reading comprehension for students with limited reading vocabulary. Specifically, we explore how different morphological skills support reading comprehension for students with typical reading vocabulary development compared to students with limited reading vocabulary. Method A sample of 1,140 fifth through eighth graders were assessed via a gamified, computer-adaptive measure of language that contained a morphological knowledge assessment. Links to standardized reading comprehension were explored with a focus on determining differences for the 184 students in the sample who showed limited reading vocabulary knowledge. Specifically, multiple regression analyses were used to test for the relation between morphology skills and standardized reading comprehension, as well as the moderator effect of reading vocabulary on the relation between morphological knowledge and standardized reading comprehension. Results Findings indicate that the four instructionally malleable morphological skills identified by the assessment differentially supported reading comprehension. These skills were (a) Morphological Awareness, (b) Syntactic Morphological Knowledge, (c) Semantic Morphological Knowledge, and (d) Phonological/Orthographic Morphological Knowledge. Significant interactions for students with limited reading vocabulary were shown in how the skills of Syntactic Morphological Knowledge, Semantic Morphological Knowledge, and Phonological/Orthographic Morphological Knowledge supported standardized Reading Comprehension. Conclusions Given the challenges students with limited reading vocabulary have with semantic information, Syntactic Morphological Knowledge and Phonological/Orthographic Morphological Knowledge were particularly supportive, suggesting the compensatory role of these morphological skills. In contrast, Semantic Morphological Knowledge had a negative relationship with Reading Comprehension for students with limited reading vocabulary. Implications for theory, research, and practice are discussed.

中文翻译：

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形态学支持：调查阅读词汇量有限的中学生在形态学知识如何支持阅读理解方面的差异。

目的本研究从实践和理论上对形态学知识的评估以及其对加深形态学知识如何支持阅读词汇量有限的学生的阅读理解的潜力进行了研究。具体来说，我们探索与阅读词汇量有限的学生相比，不同的形态学技能如何支持具有典型阅读词汇发展能力的学生的阅读理解。方法通过计算机化的语言适应性评估方法（包括形态学知识评估）评估了1,140位五年级至八年级学生的样本。探索了与标准化阅读理解的联系，重点是确定样本中184名学生的阅读词汇知识有限的差异。特别，多元回归分析用于检验形态技能与标准化阅读理解之间的关系，以及阅读词汇对形态知识与标准化阅读理解之间关系的调节作用。结果发现表明，通过评估确定的四种具有指导性的可延展形态学技能差异性地支持阅读理解。这些技能是（a）形态意识，（b）句法形态知识，（c）语义形态知识和（d）语音/正字形态知识。阅读词汇量有限的学生之间的重要互动在句法形态学知识，语义形态学知识，语音/正字形态知识支持标准化的阅读理解。结论鉴于阅读词汇量有限的学生在语义信息方面面临的挑战，句法形态学知识和语音/正字法形态学知识尤其具有支持性，表明这些形态学技能具有补偿作用。相反，对于阅读词汇量有限的学生，语义形态学知识与阅读理解之间存在负相关关系。讨论了对理论，研究和实践的启示。提示这些形态学技能的补偿作用。相反，对于阅读词汇量有限的学生，语义形态学知识与阅读理解之间存在负相关关系。讨论了对理论，研究和实践的启示。提示这些形态学技能的补偿作用。相反，对于阅读词汇量有限的学生，语义形态学知识与阅读理解之间存在负相关关系。讨论了对理论，研究和实践的启示。