The Contributions of Phonological and Morphological Awareness to Literacy Skills in the Adult Basic Education Population

被引：39
|
作者：
Fracasso, Lucille E. [1 ]
Bangs, Kathryn [1 ]
Binder, Katherine S. [1 ]
机构：
[1] Mt Holyoke Coll, S Hadley, MA 01075 USA
来源：
JOURNAL OF LEARNING DISABILITIES | 2016年 / 49卷 / 02期
关键词：
adults; cognitive aspects; reading; individual difference predictors of reading; LANGUAGE-SKILLS; READING-COMPREHENSION; VOCABULARY KNOWLEDGE; DECODING SKILLS; COMPLEX WORDS; CHILDREN; INSTRUCTION; ELEMENTARY; STUDENTS; DEFICITS;
D O I：
10.1177/0022219414538513
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
The Adult Basic Education (ABE) population consists of a wide range of abilities with needs that may be unique to this set of learners. The purpose of this study was to better understand the relative contributions of phonological decoding and morphological awareness to spelling, vocabulary, and comprehension across a sample of ABE students. In this study, phonological decoding was a unique predictor of spelling ability, listening comprehension, and reading comprehension. We also found that morphological awareness was a unique predictor of spelling ability, vocabulary, and listening comprehension. Morphological awareness indirectly contributed to reading comprehension through vocabulary. These findings suggest the need for morphological interventions for this group of learners.
引用
收藏
页码：140 / 151
页数：12
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