Research in developmental disabilities · 2017
Early development and predictors of morphological awareness: Disentangling the impact of decoding skills and phonological awareness.
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Law Jeremy M, Ghesquière Pol
Аннотация
BACKGROUND: Morphological Awareness (MA) has been demonstrated to be influential on the reading outcomes of children and adults. Yet, little is known regarding MA's early development.
AIM: The aim of this study is to better understand MA at different stages of development and its association with Phonological Awareness (PA) and reading.
METHODS AND PROCEDURES: In a longitudinal design the development of MA was explored in a group of pre-reading children with a family risk of dyslexia and age-matched controls from kindergarten up to and including grade 2.
OUTCOMES AND RESULTS: MA deficits were observed in the group with literacy difficulties at all time points. PA was only found to make a significant contribution to MA development at the early stages of formal reading instruction. While first-grade decoding skills were found to contribute significantly to MA in second grade.
CONCLUSIONS: Evidence supporting a bidirectional relation was found and supports the need for adequate MA intervention and explicit instruction for "at risk" children in the early stages of literacy instruction.
AIM: The aim of this study is to better understand MA at different stages of development and its association with Phonological Awareness (PA) and reading.
METHODS AND PROCEDURES: In a longitudinal design the development of MA was explored in a group of pre-reading children with a family risk of dyslexia and age-matched controls from kindergarten up to and including grade 2.
OUTCOMES AND RESULTS: MA deficits were observed in the group with literacy difficulties at all time points. PA was only found to make a significant contribution to MA development at the early stages of formal reading instruction. While first-grade decoding skills were found to contribute significantly to MA in second grade.
CONCLUSIONS: Evidence supporting a bidirectional relation was found and supports the need for adequate MA intervention and explicit instruction for "at risk" children in the early stages of literacy instruction.