A Study On The Effect Of Morphological Awareness On Reading Ability Of Primary School Students With Chinese Dyslexia

Dyslexia is a specific type of learning disorder caused by neurological problems,mainly manifested as difficulty in spelling,decoding and vocabulary recognition.In recent years,more and more researchers have begun to focus on the unique role of morphological awareness in reading based on the characteristics of Chinese itself.Morphological awareness is considered to be an important predictor of reading ability,but there is little empirical research on how Chinese morphological awareness affects the dimensions of reading ability.Besides,most students with dyslexia are accompanied by defects in morphological awareness.Interventions for morphological awareness may reduce the degree and symptoms of reading difficulties for students with dyslexia.Morphological awareness instruction is also considered as an auxiliary means to improve reading ability.Based on the above research background,we explore the effect of Chinese morphological awareness instruction on the reading ability of primary school students with dyslexia,based on the analysis of the relationship between morphological awareness,literacy,vocabulary knowledge and reading comprehension.Research 1: relationship among Chinese morphological awareness,literacy,vocabulary knowledge and reading comprehension.First,Pearson product correlation was conducted to explore the correlation of morphological awareness,literacy,vocabulary knowledge and reading comprehension,based on the test results of 337 research samples;Second,regression analysis was conducted to explore the direct effects among the four variables of morphological awareness,literacy,vocabulary knowledge and reading comprehension;Finally,based on the results of the previous two statistical analyses,a structural equation model that simulates the relationship among morphological awareness,literacy,vocabulary knowledge and reading comprehension was constructed to verify the relationship between the four variables,and then the effects of morphological awareness on them were analyzed,including direct effects and indirect effects.Research 2: an empirical study on morphological awareness instruction to improve the reading ability of primary school students with Chinese dyslexia.A quasi-experimental design was implemented,in which 22 dyslexic students were screened out of the 337 third-year grade students,and randomly divided into an experimental group and a control group,according to their ability.Morphological awareness instruction was conducted in the experimental group,and the Chinese curriculum as usual was conducted in the control group.After the 11 weeks' morphological awareness instruction in the experimental group,the experimental group and the control group students participated in the post-test of morphological awareness,literacy,vocabulary knowledge,and reading comprehension,and the improvement on the four variables was assessed.Research conclusions are as follow:First,morphological awareness has a direct effect on literacy and vocabulary knowledge,and a direct effect on reading comprehension and an indirect effect mediated by vocabulary knowledge as well,but the direct effect is dominant;the direct effect of vocabulary knowledge on reading comprehension is significant,but lower than the effect of morphological awareness on reading comprehension.Second,morphological awareness instruction significantly improved the morphological awareness of the experimental group compared to the control group;the vocabulary knowledge and reading comprehension of the experimental group also were significantly improved compared to the control group,but the effect of improving literacy was not significant.According to the above research conclusions,the corresponding research suggestions are put forward: more attention to the meaning of morphological awareness in Chinese teaching,focus on the integration of teaching content and morphological awareness;designing teaching according to the characteristics of students' reading ability development and pay attention to the role of vocabulary knowledge in the third grade of primary school;strengthening scientific and effective reading remedy teaching to improve on reading ability of students with reading disabilities.