In addition to phonological processing and vocabulary, morphological awareness has been clearly identified as contributing to learning to read. While the impact of socio‐economic status (SES) has been identified for both phonological processing and vocabulary, less is known about the SES influence on morphological awareness and its relationship to reading achievement. The study had two aims: to assess the net effect of SES on morphological awareness and to compare the independent contribution of morphological awareness to reading scores as a function of children's SES (middle vs low SES) when phonological processing and vocabulary are held constant.

中文翻译：

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形态意识和学习阅读：社会经济状况对法国三年级学生的影响

除了语音处理和词汇外，形态学意识也被清楚地识别为有助于阅读学习。虽然已经确定了社会经济地位（SES）对语音处理和词汇的影响，但人们对SES对形态意识的影响及其与阅读成绩的关系知之甚少。这项研究有两个目的：评估SES对形态意识的净影响，并比较在语音处理和词汇保持不变的情况下，形态意识对儿童阅读成绩的独立贡献（中SES与低SES）的关系。