The Influence Of Morphological Awareness And Rapid Naming On Reading Comprehension In Dyslexic Children

Reading comprehension,as one of the learning skills throughout the pupils 'learning process,is essential for their reading and learning in the future,but in this process,developmental dyslexia is a major obstacle to students' progress.Although the incidence of developmental dyslexia varies in different language environments,it is generally between4%-17.5%,and the proportion of deficits in morphological awareness and deficits in rapid naming is relatively high.Therefore,this study used a convenient sampling method to select subjects in a primary school in Hebei Province.According to the screening criteria,18 children in the dyslexic group were screened out respectively in the second grade,fourth grade and sixth grade,and then matched the same number of children of the same chronological age control group and the same reading level control group,the three groups were balanced between men and women,and the dyslexia screening rate was 8.10%.After completing the tasks of morphological awareness,rapid naming and reading comprehension,the subjects used SPSS21.0 and Amos22.0 to analyze the data by one-way anova,hierarchical regression and structural model,the purpose of this study is to compare the differences and changing trends of morpheme awareness,rapid naming and reading comprehension among the three groups,and to explore the influence of morpheme awareness and rapid naming on reading comprehension.The conclusions were as follows:(1)The dyslexic children in the second grade had delay in the development of morphological awareness,rapid naming and reading comprehension;The dyslexic children in the fourth and sixth grade only had delay in rapid naming and had processing deficits in morphological awareness and reading comprehension.(2)The fourth grade was the critical period of the development of morphological awareness,and the development of morphological awareness was asynchronous;as the grade increases,the time it took to complete a rapid naming task decreased;the fourth grade was the critical period of reading comprehension development,the development of reading comprehension was in line with the "six development stages of reading","two-stage independent theory" and "cognitive resources and automation theory" theory,and it was imbalanced and asynchronous.(3)Morpheme awareness was positively correlated to chronological age,Raven'sprogressive matrices,rapid naming,and reading comprehension;Rapid naming was negatively correlated to chronological age,Raven's progressive matrices,morphological awareness and reading comprehension(4)The independent predictive effect of morphological awareness on reading comprehension was always higher than that of rapid naming.The effect of morphological awareness on reading comprehension could continue to the sixth grade.(5)Morphological generation could influence reading comprehension through reading fluency,and could also influence reading comprehension through reading accuracy,and could also indirectly influence reading comprehension through reading accuracy firstly and then through reading fluency;Rapid naming could indirectly influence reading comprehension through reading accuracy or through reading accuracy firstly and then through reading fluency.