Behavioral and neurophysiological effects of morphological awareness training on spelling and reading |
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Authors: | Silvana Weiss Roland H Grabner Reinhard Kargl Christian Purgstaller and Andreas Fink |
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Institution: | (1) Institute for Behavioral Sciences, Swiss Federal Institute of Technology (ETH) Zurich, Universitaetsstrasse 6, CH-8092 Zurich, Switzerland;(2) Institute for Reading and Spelling Graz, Graz, Austria;(3) Institute of Psychology, University of Graz, Graz, Austria |
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Abstract: | Behavioral and neurophysiological effects of a computer-aided morphological training protocol were examined in German-speaking
children from Grades 3 to 9. Study 1 compared morphological awareness, reading, and spelling skills of 34 trained children
with an untrained control group of 34 children matched for age, sex, and intelligence. All participants in the training group
showed increases in morphological awareness, but only students from secondary school improved significantly in reading and
spelling competences. In Study 2, a subsample of 8 trained children with poor spelling and reading abilities and 10 untrained
children with higher language competencies underwent an electroencephalography testing involving three different language
tasks. The training resulted in decreased theta-activity and increased activity in lower (7–10 Hz) and upper alpha (10–13 Hz).
These findings reflect more effortful and attention-demanding processing after the training and suggest that children with
poor spelling and reading abilities use the acquired morphological knowledge in terms of a compensatory strategy. |
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