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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对患有发展性阅读障碍的 9 至 14 岁法语儿童和青少年进行派生形态学训练：它是否可以改善形态意识、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 个体进行了明确而强化的派生形态学训练，以评估其对形态意识、阅读（速度和准确性）和拼写的影响。我们的前后测试设计包括一组接受过衍生形态学培训的儿童和一组在言语治疗师的指导下继续进行正常康复计划的儿童。结果显示，对形态意识和复杂单词的拼写有影响，受过训练的项目的组间效应大小较大，而未经训练的项目的组间效应大小较大至中等。所有这些进步在两个月后的延迟后测试中往往会随着时间的推移而保持。对于阅读，结果更具对比性，训练项目的准确性和速度的组间效应较大，而延迟后测试的准确性的影响较小。对于未经训练的项目，观察到对准确性的影响较小（在两次后期测试中），但对速度没有影响。这些结果非常有希望，并支持使用派生形态学作为媒介来提高患有 DD 的法语儿童和青少年的读写技能。