PURPOSE This study investigated the effectiveness of a storytelling-based morphological intervention program on the language and literacy knowledge and reading motivation of kindergarten children from low and mid socioeconomic status (SES) backgrounds. It also explored how these groups compared in change scores against a non-intervened high SES group. METHOD Employing a cluster randomization approach, this study included 158 kindergarten children, comprising intervention and comparison groups from low and mid SES backgrounds, as well as a non-intervened high SES group. Assessments were conducted on morphological awareness (MA), print concepts, vocabulary, and reading motivation. RESULTS Children in the intervention groups showed better performance in MA and print concept scores than those in their respective comparison groups. The mid SES intervention group also displayed significant improvement in vocabulary and motivation scores compared to its counterpart. When examining the effects of SES on change scores, the low SES intervention group achieved superior results in vocabulary and print concept scores compared to both the mid SES intervention and the non-intervened high SES groups. For reading motivation, the mid SES group outperformed the low SES group. CONCLUSIONS The morphological intervention program using storytelling positively impacts both the literacy skills and reading motivation of kindergarten children, especially those from low and mid SES backgrounds. This study emphasizes the significance of designing interventions that cater to the distinct educational needs of children from different SES backgrounds.

中文翻译：

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形态干预对识字知识和阅读动机的影响：不同社会经济地位幼儿园的整群随机比较试验。


目的本研究调查了基于讲故事的形态学干预计划对中低社会经济地位（SES）背景的幼儿园儿童的语言和读写知识以及阅读动机的有效性。它还探讨了这些群体如何与未干预的高 SES 群体进行分数变化的比较。方法 本研究采用整群随机化方法，纳入 158 名幼儿园儿童，其中包括来自中低 SES 背景的干预组和对照组，以及未干预的高 SES 组。对形态意识（MA）、印刷概念、词汇和阅读动机进行了评估。结果 干预组的儿童在 MA 和印刷概念分数方面的表现优于各自对照组的儿童。与对照组相比，中期 SES 干预组的词汇量和动机得分也显示出显着改善。在检查 SES 对变化分数的影响时，与中 SES 干预组和未干预的高 SES 组相比，低 SES 干预组在词汇和印刷概念得分方面取得了优异的结果。就阅读动机而言，中等社会经济地位组的表现优于低社会经济地位组。结论 使用讲故事的形态学干预计划对幼儿园儿童的识字技能和阅读动机产生积极影响，特别是那些来自中低社会经济地位背景的儿童。这项研究强调了设计干预措施以满足来自不同社会经济地位背景的儿童的独特教育需求的重要性。