Interventional Study On Phonological Awareness And Morphological Awareness Of Children In Poor Language And Literature In The Lower Primary School

Learning difficulties is a common phenomenon in school education,which is also called "learning disabilities","reading difficulties", "Low academic achievement"etc. As the different way of linguistic expression and textual interpretations,phonological awareness and morphological awareness have different impact on reading under different character systems.The western researchers generally uniform that developmental dyslexia is due to defects in phonological processing skills,but in Chinese,which kind of defect is the core defect of learning difficulties is unable to decide. This paper discusses the phonological awareness and morphological awareness in different roles and influence on Chinese academic achievement through two reaserch and the importance and feasibility of establishing a comprehensive intervention on the features of the Chinese character system,which include the subject knowledge and the combination of meta--linguistic awareness.Reaserch one examined the relationship among the phonological awareness,morphological awareness,pinyin knowledge and vocabulary knowledge, and the different influence on Chinese academic achievement as well. The results indicate that morphological awareness has more important influence of early academic achievement, the prediction effect is far more than the phonological awareness. At the same time, pinyin knowledge is also another important factor to the early achievement in Chinese with effective prediction. It can not only be regarded as a strong evidence on reading comprehension across the language difference,but also a combination of cognitive skills and subject knowledge,which needs more research in the following intervention.In view of the four variables are significantly related with early academic achievement,the design and implementation of our intervention should be more comprehensive and integrated.Reserch two observe and measure the specific academic performance through the intervention of morpheme and phonological awareness on Chinese children with learning difficulties.The results indicate that compared with phonological awareness, the predictive role of morphological awareness of Chinese early academic achievement is more powerful,so the morphological awareness deficit is the main defect of Chinese reading from the whole process of the children's reading development. At the same time, the results also confirmed that the comprehensive intervention combining the subject knowledge and the metalinguistic awareness is operable, which showed the effect is obvious and the conclusion is clear and reliable.