Morphological awareness intervention in children with Developmental Language Disorder: A systematic review

This systematic review examined the effectiveness and instructional characteristics of morphological awareness interventions for children aged 3 to 12 diagnosed with Developmental Language Disorder, in English- or Spanish-speaking contexts. It aimed to determine the outcomes of MA interventions and identify the instructional components most supported by evidence. Following PRISMA guidelines, a systematic search was conducted across five major databases (PsycINFO, PubMed, SCOPUS, Web of Science, and ERIC) between September and November 2024. Ten studies published between 1980 and 2024 met the inclusion criteria. The review synthesised results concerning both intervention outcomes and instructional features, using Frizelle and McKean’s (2022) Dose Form Framework. Only four studies reported statistically significant improvements in morphological awareness, with large effect sizes, indicating potential benefits of morphological awareness interventions for children with Developmental Language Disorder. However, many studies lacked rigorous methodology or failed to disaggregate outcomes for children with Developmental Language Disorder, limiting generalizability. Interventions with the strongest evidence base were those using explicit, clinician-directed instruction targeting affix identification and word construction. The findings suggest promising but limited evidence supporting the effectiveness of morphological awareness interventions for children with Developmental Language Disorder. Further high-quality, controlled studies with detailed statistical reporting and consistent diagnostic labelling are needed. Structured, explicit instruction appears to be a critical feature of effective programs and should be prioritised in clinical and educational practice.

本系统综述针对英语或西班牙语语境下、被诊断为发育性语言障碍（Developmental Language Disorder）的3至12岁儿童，考察语素意识（morphological awareness）干预的有效性与教学特征。本研究旨在明确语素意识干预的效果，并识别证据支持度最高的教学组成要素。本研究遵循系统综述与荟萃分析报告规范（PRISMA），于2024年9月至11月期间，在五大主流学术数据库（PsycINFO、PubMed、SCOPUS、Web of Science、ERIC）中开展系统性检索。最终有10项发表于1980年至2024年的研究符合纳入标准。本综述采用Frizelle与McKean（2022）提出的剂量形式框架（Dose Form Framework），对干预效果与教学特征相关的研究结果进行了综合分析。仅有4项研究报告了语素意识方面具有统计学意义的显著提升，且效应量较大，这表明针对发育性语言障碍儿童的语素意识干预具备潜在益处。但多数研究存在研究方法不够严谨，或未对发育性语言障碍儿童的干预结果进行单独拆分分析的问题，限制了研究结果的外推性。证据基础最为扎实的干预方案，采用了由临床医师主导的显性教学方式，针对词缀识别与词汇构建开展训练。本研究结果显示，针对发育性语言障碍儿童的语素意识干预虽有应用前景，但相关支持证据仍较为有限。未来仍需开展更多高质量、对照设计的研究，同时需提供详细的统计报告并统一诊断标签。结构化、明确的教学似乎是有效干预方案的核心特征，应在临床与教育实践中予以优先推广应用。