Morphological assessment features and their relations to reading: A meta-analytic structural equation modeling study

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Review Pub Date : 2024-03-19 DOI:10.1016/j.edurev.2024.100602
Gal Kaldes , Elizabeth L. Tighe , MaryAnn Romski , Therese D. Pigott , Christina Doan Sun
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Abstract

Morphemes are the smallest meaningful units of language (e.g., affixes, base words) that express grammatical and semantic information. Additionally, morphological knowledge is significantly related to children's word reading and reading comprehension skills. Researchers have broadly assessed morphological knowledge by using a wide range of tasks and stimuli, which has influenced the interpretation of the relations between morphological knowledge and reading outcomes. This review of 103 studies used meta-analytic structural equation modeling (MASEM) to investigate the relations between commonly occurring morphological knowledge assessment features (e.g., written versus oral, spelling versus no spelling) in the literature to reading outcomes, including word reading and reading comprehension. Meta-regression techniques were used to examine moderators of age and reading ability. Morphological assessments that used a written modality (e.g., reading, writing) were more predictive of word reading outcomes than those administered orally. Assessments of morphological spelling were more predictive of both word reading and reading comprehension outcomes than those that did not examine spelling accuracy. Age was a significant moderator of the relation between morphology and word reading, such that the relation was stronger for the younger than the older children. Younger children also demonstrated higher relations between multiple task dimensions and reading comprehension, including oral tasks, tasks without decoding, and tasks that provided context clues. These findings have important implications for future morphological intervention studies aimed to improve children's reading outcomes, in particular the use of orthography and spelling within the context of teaching morphology.

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形态评估特征及其与阅读的关系:元分析结构方程模型研究
词素是表达语法和语义信息的最小的有意义的语言单位(如词缀、基词)。此外,词素知识与儿童的单词阅读和阅读理解能力有很大关系。研究人员通过使用各种任务和刺激对形态知识进行了广泛的评估,这影响了对形态知识与阅读结果之间关系的解释。本研究回顾了 103 项研究,采用元分析结构方程模型(MASEM)来研究文献中常见的形态学知识评估特征(如书面与口头、拼写与不拼写)与阅读结果(包括单词阅读和阅读理解)之间的关系。元回归技术用于研究年龄和阅读能力的调节因素。使用书面方式(如阅读、写作)进行的形态学评估比口语评估更能预测单词阅读结果。与不考察拼写准确性的评估相比,形态拼写评估更能预测单词阅读和阅读理解的结果。年龄是形态学与单词阅读之间关系的一个重要调节因素,因此年龄较小的儿童比年龄较大的儿童之间的关系更为密切。年龄较小的儿童在多个任务维度与阅读理解之间也表现出较高的关系,包括口头任务、无解码任务和提供上下文线索的任务。这些发现对今后旨在提高儿童阅读成果的形态学干预研究具有重要意义,尤其是在形态学教学中使用正字法和拼写法。
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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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