Productive knowledge of derivational rules in poor readers |
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Authors: | Che Kan Leong |
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Institution: | (1) University of Saskatchewan, Saskatoon, Saskatchewan, Canada;(2) Psychological Foundations in Education, Faculty of Education, University of Victoria, V8W2Y2 Victoria, B.C., Canada |
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Abstract: | The present report with two complementary experiments examined the productive knowledge of derivational morphology in 75 grade
4, 5, and 6 “poor” readers further divided into those performing better, or worse, inboth reading and spelling ((R + S +) or R − S −)), or better in the one or the other (mixed) subgroups. Experiment 1 required
individual subjects to vocalize rapidly the derived forms of words when primed with 40 target base words in four derivational
conditions or levels embedded in sentence frames shown on the computer screen. Experiment 2 required the reverse process of
vocalizing the base forms of words when primed with 40, complex derived forms in the same four morphology conditions embedded
in sentence frames shown on the computer screen. Results of the analysis of the reaction times show a developmental trend
and that the subgroups of poor readers used different mechanisms in producing derived or base forms of words according to
the complexity of the orthographic and/or phonological changes needed in the derivational process. The important role of morphemic
structure and origin of words in instruction is emphasized. |
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Keywords: | |
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