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.

中文翻译：

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形态评估特征及其与阅读的关系：荟萃分析结构方程模型研究


语素是表达语法和语义信息的最小有意义的语言单位（例如词缀、基本词）。此外，词法知识与儿童的文字阅读和阅读理解能力显着相关。研究人员通过使用广泛的任务和刺激来广泛评估形态知识，这影响了对形态知识与阅读结果之间关系的解释。这项对 103 项研究的综述使用元分析结构方程模型 (MASEM) 来调查文献中常见的形态知识评估特征（例如书面与口头、拼写与无拼写）与阅读结果（包括单词阅读和阅读）之间的关系理解。元回归技术用于检查年龄和阅读能力的调节因素。使用书面方式（例如阅读、写作）的形态学评估比口头评估更能预测单词阅读结果。与不检查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结果。年龄是词法和单词阅读之间关系的重要调节因素，因此年龄较小的孩子的关系比年龄较大的孩子更强。年幼的孩子也表现出多个任务维度和阅读理解之间的更高关系，包括口头任务、无需解码的任务以及提供上下文线索的任务。这些发现对未来旨在提高儿童阅读成绩的形态学干预研究具有重要意义，特别是在形态学教学中使用正字法和拼写。