Children with developmental dyslexia (DD) display partially preserved morphology skills which they rely upon for reading and spelling. Therefore, we conducted explicit and intensive training of derivational morphology in individuals with DD, ages 9 to 14 years, in order to assess its effect on: morphological awareness, reading (speed and accuracy), and spelling. Our pre–posttest design included a group trained in derivational morphology and a group of children who continued their business-as-usual rehabilitation program with their speech-language therapist. Results showed effects on morphological awareness and on the spelling of complex words, with a large between-group effect size for trained items and a large to moderate effect size for untrained items. All these gains tended to be maintained over time on the delayed posttest, 2 months later. For reading, the results were more contrasted, with large between-group effect sizes for accuracy and speed for trained items, reducing to a small effect for accuracy on the delayed posttest. For untrained items, small effects were observed on accuracy (at both posttests) but not on speed. These results are very promising and argue in favor of using derivational morphology as a medium to improve literacy skills in French-speaking children and adolescents with DD.

中文翻译：

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法语、9 至 14 岁患有发育性阅读障碍的儿童和青少年的派生形态学训练：它是否改善了形态学发音、阅读和拼写结果测量？


患有发育性阅读障碍 （DD） 的儿童表现出部分保留的形态技能，他们依赖这些技能进行阅读和拼写。因此，我们对 9 至 14 岁的 DD 患者进行了明确和密集的派生形态学训练，以评估其对以下方面的影响：形态意识、阅读（速度和准确性）和拼写。我们的后测前设计包括一组受过派生形态学培训的儿童和一组儿童，他们在语言治疗师的指导下继续他们的正常康复计划。结果显示对形态意识和复杂单词拼写的影响，训练项目的组间效应量较大，未训练项目的组间效应量较大。所有这些收益往往在 2 个月后的延迟后测中随着时间的推移而保持。对于阅读，结果对比更鲜明，训练项目的准确性和速度组间效应量较大，延迟后测的准确性降低到较小效应。对于未经训练的项目，对准确性（在两个后测中）观察到很小的影响，但对速度没有影响。这些结果非常有前途，并支持使用派生形态学作为媒介来提高法语儿童和患有 DD 的青少年的识字技能。