A Meta-Analysis of Morphological Awareness Deficits in Developmental Dyslexia

Autor/inn/en	Georgiou, George K.; Vieira, Ana Paula Alves; Rothou, Kyriakoula M.; Kirby, John R.; Antoniuk, Andrea; Martinez, Dalia; Guo, Kan
Titel	A Meta-Analysis of Morphological Awareness Deficits in Developmental Dyslexia
Quelle	In: Scientific Studies of Reading, 27 (2023) 3, S.253-271 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Georgiou, George K.) ORCID (Rothou, Kyriakoula M.) ORCID (Kirby, John R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2022.2155524
Schlagwörter	Morphology (Languages); Children; Dyslexia; Phonological Awareness; Naming; Orthographic Symbols; Reading Skills; Educational Research; Effect Size; Age Differences; English; Chinese; Arabic; Hebrew; Finno Ugric Languages; Greek; French + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Child; Kind; Kinder; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Reading skill; Lesefertigkeit; Bildungsforschung; Pädagogische Forschung; Age; Difference; Age difference; Altersunterschied; English language; Englisch; China; Chinesen; Arabisch; Grieche; Griechisch; Französisch
Abstract	Purpose: We performed a meta-analysis to examine if children with dyslexia experience deficits in morphological awareness (MA) and if the effect sizes are influenced by different moderators (age, aspect of MA measured, type of MA task, language, modality input, semantic knowledge, and selection criteria). Method: We reviewed 40 studies published in English between January 1990 and August 2021, representing a total of 5,018 participants (age range = 5.1-13.9 years). Studies with adults or English language learners were excluded. There were 49 independent samples in the chronological-age (CA) -- dyslexia (DYS) comparison and 18 independent samples in the comparison between DYS and reading--level (RL) controls. Results: A random-effects model analysis revealed a large effect size for the CA--DYS comparison (g = 1.11) and a non-significant effect size for the RL--DYS comparison (g = -0.08). Age was the only significant moderator of the effect sizes. Conclusion: These findings suggest, first, that individuals with dyslexia experience significant difficulties in MA and second, that the effect sizes are as large as those reported for phonological awareness, rapid automatized naming, and orthographic knowledge. The lack of a significant RL-DYS difference indicates that MA is not a core causal feature of dyslexia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01