Morphological awareness in developmental dyslexia |
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Authors: | Email author" target="_blank">Séverine?CasalisEmail author Pascale?Colé Delphine?Sopo |
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Institution: | (1) Laboratoire URECA (EA 1059), University Charles de Gaulle-Lille 3, France;(2) Laboratoire de psychologie et neurocognition (U.M.R. 5105, C.N.R.S.), University of Savoie, France;(3) URECA, Université de Lille 3, BP 149, 59653 Villeneuve d’Ascq, France |
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Abstract: | This study examines morphological awareness in developmental dyslexia. While the poor phonological awareness of dyslexic children
has been related to their difficulty in handling the alphabetical principle, less is known about their morphological awareness,
which also plays an important part in reading development. The aim of this study was to analyze in more detail the implications
of the phonological impairments of dyslexics in dealing with larger units of language such as morphemes. First, the performance
of dyslexic children in a series of morphological tasks was compared with the performance of children matched on reading-level
and chronological age. In all the tasks, the dyslexic group performed below the chronological age control group, suggesting
that morphological awareness cannot be developed entirely independently of reading experience and/or phonological skills.
Comparisons with the reading-age control group indicated that, while the dyslexic children were poorer in the morphemic segmentation
tasks, they performed normally for their reading level in the sentence completion tasks. Furthermore, they produced more derived
words in the production task. This suggests that phonological impairments prevent the explicit segmentation of affixes while
allowing the development of productive morphological knowledge. A second study compared dyslexic subgroups defined by their
degree of phonological impairment. Our results suggest that dyslexics develop a certain type of morphological knowledge, which
they use as a compensatory reading strategy. |
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