ارتباط آگاهی صرفی و خواندن: یک مقالۀ مروری

نوع مقاله: مقاله مروری

نویسندگان

1 دانشجوی دکتری گفتاردرمانی، گروه گفتاردرمانی، دانشگاه علوم بهزیستی و توانبخشی، تهران، ایران

2 استادیار، دکترای گفتاردرمانی، گروه گفتاردرمانی، دانشگاه علوم بهزیستی و توانبخشی، تهران، ایران

چکیده

مقدمه و اهداف
آگاهی صرفی یکی از ابعاد آگاهی فرازبانی و به معنای توانایی دست­ورزی تکواژهای تشکیل­دهندۀ کلمه و آگاهی از قواعد شکل­گیری کلمات است. تحقیقات نشان داده است که آگاهی صرفی در رشد تحصیلی دانش­آموزان نقش دارد. هدف مطالعه حاضر، مرور تحقیقات در دسترس در زمینۀ آگاهی صرفی و ارتباط آن با صحت و درک خواندن در زبان­های مختلف می­باشد.
مواد و روش ­ها
مقاله مروری حاضر بر اساس مقالات منتشرشده با کلیدواژه ­های آگاهی صرفی، توانایی خواندن، صحت خواندن، درک خواندن و موفقیت تحصیلی می­باشد. جستجوی مطالعات انجام­ شده در فاصلۀ زمانی بین سال­های 1995تا 2017 در پایگاه­های اطلاعاتی PubMed ,Springer, Google  Scholar  ASHA, Science Direct, و در پایان­نامه­ها و مجلات داخلی موجود در پایگاه  Sidو Magiran صورت گرفت. مطالعات توصیفی-تحلیلی که بتوانند به سوال تحقیق پاسخ دهند، وارد مطالعه شدند. نتایج 18 مورد از مقاله­ها در مطالعه حاضر مطرح شده است.
نتیجه ­گیری
نتیجه ­گیری نتایج مرور مطالعات نشان می­دهد که کودکانی که نمرات بهتری در آزمون آگاهی صرفی دریافت می­کنند، عملکرد بهتری در ‏درک خواندن نشان می­دهند. در زبان­هایی از جمله انگلیسی، آگاهی صرفی به تمییز بین کلمات کمک می­کند و در نتیجه به صحت خواندن ‏کمک می­کند، ولی در زبان یونانی به این صورت نیست. به نظر می­رسد ارتباط بین آگاهی صرفی و صحت خواندن با توجه به ویژگی­های ‏زبان از جمله شفاف بودن، بین زبان­های مختلف، متفاوت است.‏

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Relationship between Morphological Awareness and Reading: A Review Article

نویسندگان [English]

  • Maryam Malekian 1
  • Tabassom Azimi 1
  • Zahra Qoreishi 2
  • Akbar Darouie 2
1 PhD Student in Speech Therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
2 Assistant Professor of Speech Therapy Department, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
چکیده [English]

Background and Aims: Morphological awareness is one of the dimensions of metalinguistic awareness and is defined as the ability to manipulate morphemes that make up the word and knowledge of the rules of word formation. Previous studies have shown that morphological awareness contributes to literacy achievement. The purpose of the present study was to review the literature available in the context of morphological awareness and its relevance to the accuracy and comprehension of reading in different languages.
Materials and Methods: Studies conducted between 1995 and 2017 and published in the Springer, Google scholar, ASHA, Science Direct, PubMed international databases as well as domestic dissertations and journals in Magiran and SID databases were searched. Descriptive-analytic studies that could answer the research question were included in the study. The search was performed using the following keywords: morphological awareness, reading ability, reading accuracy, reading comprehension, and educational achievement. The results of 18 articles are presented in the current review study.
Conclusion: The results showed that children with better scores in the morphological awareness test show better results in reading comprehension. In languages such as English, morphological awareness helps to distinguish between words and thus help reading accuracy, but not in Greek. It seems that the relationship between morphological awareness and reading accuracy is different between different languages, according to language properties such as transparency.

کلیدواژه‌ها [English]

  • morphological awareness
  • Reading Accuracy
  • reading comprehension
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